The Effect of Teachers’ Perceived Psychological Climate on Job Performance

Abstract

The purpose of this study is to examine the effect of teachers' perceived psychological climate on their job performance. The study group of the research consists of 397 teacher participants, 129 male and 268 female, working in Kocaeli in the 2020-2021 academic year. In the research, the Psychological Climate Scale, the Job Performance Scale and the Personal Information Form created by the researchers were used as data collection tools. After testing the normal distribution of the data, the Pearson correlation coefficient was calculated to reveal the relationships between the variables in the study. Simple linear regression analysis was used to determine the predictor of psychological climate perception on teacher job performance. As a result of the research, it was seen that the teachers' psychological climate perceptions were relatively positive, except for the dimension of self-expression, and their self-reported job performance levels were above the average. In addition, it has been determined that there is a high level of relationship between teachers' psychological climate perceptions and dimensions and their job performance. In addition, it was determined that the perceived psychological climate significantly predicted teacher job performance. In this context, it was found that the psychological climate perceived by the teachers explained approximately 53% of the variance in their job performance.

Keywords

• Psychological Climate
• Job Performance
• Teachers
• Social Psychology

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