Examining the Effect of School Climate on Individual Job Performance

Okul İkliminin Bireysel İş Performansına Etkisinin İncelenmesi

Abstract

This research aimed to examine whether the school climate has an effect on individual performance, according to teachers' opinions. Relational screening model was used in the research. In addition, it is seen that individual job performance and school climate perception levels are above average. In the study, teachers' perceptions of school climate and individual job performance were compared to men and women; It was revealed that it did not change according to married and single people. Again, the difference between the school climate and the arithmetic averages of the age groups was found to be statistically significant, and it was concluded that the school climate perception of the 31-40 age group was higher than the 20-30 age group. The difference between individual job performance and the arithmetic averages of age groups was found to be statistically significant, and it was concluded that the perception of individual job performance in the group between the ages of 31-40 was higher than the group between the ages of 20-30. On the other hand, the difference between the school climate and the arithmetic averages of the professional experience groups was found to be statistically significant, and it was concluded that the school climate perception of the 16-20 year group was higher than the 1-5 year group. The difference between the individual job performance and the arithmetic averages of the professional experience groups was found to be statistically significant, and it was concluded that the individual job performance perception of the 16-20 years group was higher than the 1-5 years, 11-15 years and 20 years and above groups. In addition, teachers with a master's degree had higher perceptions of both school climate and individual job performance than teachers with a bachelor's degree. In the analysis according to school level; The difference between the school climate and the arithmetic averages of the school grade groups he worked in was not statistically significant. However, the difference between the individual job performance scale and the arithmetic averages of the school grade groups they worked in was found to be statistically significant, and as a result, the individual job performance perception of teachers working in other institutions was higher than that of teachers working in primary, secondary and high school levels. Finally, there is a significant, low-level and positive relationship between the school climate of the teachers in the study and the general dimensions of their individual job performance. It is also understood that teachers' school climate perceptions significantly and positively predict their individual job performance perceptions. In other words, a 100-unit increase in teachers' school climate dimension increases their individual job performance perceptions by 20.5%.