Abstract :
The school climate is defined as the personality of a school, which is considered important for effectiveness, efficiency and safety of a school. Studies on school climate were usually conducted by referring to students opinions, and the perception of the the teachers on school climate was not studied as much. Therefore, it seems important that the adaptation of a school climate scale to Turkic to be used in studies aiming to determine the perceptions of teachers who are working in very different types of high schools. The purpose of this study is to adapt the School Climate Scale developed by Hoy, Smith, Sweetland (2002), which is widely accepted in the literature, to Turkish. The research was conducted with the participation of 237 teachers working in 12 high schools in Niğde in the spring term of 2015. According to the confirmatory factor analysis results, the Turkish form of scale consists of 27 items and four sub-dimensions (colleague leadership, professional teacher behavior, achievement pressure and institutional vulnerability). The scale had also evidence for its convergent and discriminant validity. The internal consistency coefficients obtained for all of the scale and its sub-dimensions are excellent. As a result, it can be said that accordingly of the EFA and CFA, the scale is a dependable and legitimate estimation apparatus.
