Purpose: The purpose of the current study was to determine whether organizational deviance perception was affected by organizational climate according to teachers' perceptions.
Research Method: The research was designed in a survey model. In determining the sample of the research, the random sampling technique was used. The sampling of the study was made up of 384 teachers serving in primary and secondary schools in Mugla province in the 2017-2018 school year. To collect the data for the study, Organizational Deviance Scale for Schools and Organizational Climate Scale were used.
Findings: According to the findings of the research, general organizational deviance was at a low level. When general organizational deviance and its dimensions were examined according to the gender of the teachers, a significant difference was observed in favor of the male teachers. Additionally, regression analysis showed that dimensions of organizational climate were separately moderate predictors of the teachers’ dimensions of organizational deviance perceptions. At the same time, dimensions of organizational climate were strong predictors of the teachers’ organizational deviance perceptions. When the regression coefficient β value was considered, the most important variable for organizational deviance perception and its dimensions separately was the Cooperative Teacher dimension.
Implications for Research and Practice: The increase in the support and cooperation activities among the teachers leads to the improvement of organizational climate and decrease of organizational deviation behaviors in the school. Education administrators are recommended to take necessary measures to increase the support and cooperation among teachers. This study examined negative organizational deviations. It is also suggested that researchers investigate positive organizational deviation.
Keywords: Organizational deviance, the cooperation of teachers, school climate.