THE EFFECT OF PRIMARY SCHOOL TEACHERS' SCHOOL CULTURE PERCEPTION LEVELS ON THEIR BEHAVIOR

Derya Kaplan (), Ä°brahim Erdem (), Yusuf Tutan () and Kemal Uyanik ()

Eurasian Education & Literature Journal, 2024, vol. 19, issue 19, 38-58

Abstract: The perception levels of primary school teachers regarding school culture significantly shape their behavior and interactions within the school environment. School culture consists of shared values, beliefs, traditions, and practices that characterize a school and influence its overall atmosphere. When teachers perceive a positive school culture that encourages collaboration, respect, and support, they tend to feel more motivated and committed to their roles. This positive perception boosts teachers’ morale, strengthens their interactions with students, and contributes to creating a supportive learning environment both in the classroom and throughout the school. Therefore, teachers who establish a strong connection with the school’s values and experience a sense of belonging are more likely to exhibit positive behaviors, such as showing empathy, promoting open communication, and actively participating in school activities. On the other hand, if teachers perceive school culture as negative or unsupportive, it can lead to adverse effects on their behavior. For instance, in a culture that lacks cooperation, is overly competitive, or provides insufficient support from the administration, teachers may feel isolated, stressed, or demotivated. These feelings can affect their interactions with students and colleagues, potentially leading to weaker communication, reduced enthusiasm for collaboration, and limited participation in social or academic activities. Over time, these negative effects may impact both teachers' performance and the classroom environment. This situation highlights the importance of fostering a positive school culture to support the well-being and effectiveness of primary school teachers.

Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eas:edulit:v:19:y:2024:i:19:p:38-58

DOI: 10.17740/eas.edu.2024-V19-03

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