Academic researchers have reported that the climate of a school deeply affects students and other partners. A safe and caring school environment is one in which school attendees feel respected, feel that their work is meaningful, and feel that they are good at what they do. The purpose of this paper was to determine how teachers perceived the school climate that shaped learning processes and personal development in Kutahya and how principals and other dimensions affect the teachers’ perceptions.
This study employed a qualitative methodology to measure the school climate. A semi-structured interview technique was used, asking open-ended questions to obtain clear data from participants. The data were analyzed using data codes applied to the text.
The study found the school climate to be gloomy in Kutahya. Teachers were dealing with excessive paperwork and supererogatory regulations in their schools. They were unable to produce new ideas, even though they were experienced in their profession. Some principals were favoritist and applied their patronage according to their personal relationship with the teachers. Some teachers were closed to new creative ideas at school and did not want to exert any extra effort for their school.
Implications for Research and Practice:
The results emphasized that a positive school climate is crucial for the school to attain their ontological existence, which is raising competent, capable students. A positive school climate requires an open, healthy school ethos that fosters a sense of responsibility and efficacy between teachers and school administrators. Future studies could elaborate social studies with other disciplines to improve the learning climate in schools.
Keywords: school, school principal, vision-mission, justice for punishment and reward, aim