Relationship between teachers’ perceptions of school climate and their psychological well-being

Date

2024-9

Author

Norman, Burcu

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The study aims to explore the relationship between teachers’ perceptions of school climate and their psychological well-being and determine whether teachers’ psychological well-being levels vary based on their gender, age marital status, the level of school they work at, and their seniority in the teaching profession. Correlational research design as a quantitative research model was used to examine this relationship. The population is teachers in primary, middle, and high schools in the Sincan District of Ankara. A convenience sampling method was implemented to select schools. Two hundred thirty-two teachers, who were volunteers in visited schools participated in the study. The Revised School Climate Teacher Scale and Psychological Well-Being Scale were administered to teachers. Descriptive statistics, Pearson correlation, and multiple linear regression analysis were performed in SPSS 28.0. Confirmatory Factor Analyses were performed in AMOS 26.0. The result of the study showed that there is a significant positive relationship between teacher perceptions of school climate and their psychological well-being. In addition, Prosocial Development Practices, Teacher Efficacy, and Enjoyment of teaching which were the sub-dimensions of the school climate predicted the psychological well-being of teachers. However, there is no significant difference in the psychological well-being of teachers in terms of gender, age, marital status, school level, and seniority in the teaching profession. The results highlight that all stakeholders should work collaboratively to improve the school climate.

Subject Keywords

School climate, Psychological well-being, Teacher well-being

URI

https://hdl.handle.net/11511/111298

Collections

Graduate School of Social Sciences, Thesis