Teachers’ well-being has gained significant attention in educational research due to its impact on both teacher retention and student outcomes. Psychological well-being, encompassing emotional stability, life satisfaction, and professional fulfillment, is a critical factor in fostering effective teaching and learning environments. Simultaneously, school climate—defined as the quality and character of school life (The National School Climate Council, 2007) plays a pivotal role in shaping teachers’ experiences.

Teacher well-being is influenced by school climate as a key aspect of the working environment (Viac & Fraser, 2020). A study using TALIS data (72,190 teachers) found that organizational factors, including school climate, assessment and feedback, staff cooperation, and classroom climate, significantly shape teacher well-being (Yıldırım, 2014). A positive school climate is also linked to teacher retention (Fulton et al., 2005) and emotional exhaustion (Grayson & Alvarez, 2008). Additionally, contextual factors such as gender, grade level, seniority, and teaching branch affect well-being, with female teachers reporting higher stress levels and more experienced teachers experiencing greater well-being (Gloria et al., 2012).

In the Turkish educational context, school climate has unique dimensions influenced by socio-cultural and institutional factors. Turkish teachers often face challenges such as high workloads, limited resources, and societal pressures, which can intensify the impact of a poor school climate on their well-being. The aftermath of the COVID-19 pandemic and the 2023 earthquakes in Turkey has further highlighted the vulnerabilities in school environments and amplified the need for research on how school climate influences teachers’ psychological well-being. Schools in socioeconomically disadvantaged areas face additional challenges, including limited financial resources, inadequate support systems, and heightened stress levels among teachers. These factors make it crucial to examine the relationship between school climate and psychological well-being in this specific context.

This study aims to explore the relationship between teachers’ perceptions of school climate and their psychological well-being, emphasizing the Turkish context and current challenges. It will investigate how dimensions of school climate, such as leadership, collegiality, and teacher-student relationships, influence teachers’ psychological well-being. Additionally, the study will examine whether demographic factors such as gender, marital status, age, school type, and seniority contribute to variations in well-being. By addressing these objectives, this research contributes to the growing body of literature on teacher well-being and offers practical insights for improving educational environments in Turkey.

The primary research questions guiding this study are as follows:

1. To what extent do subdimensions of school climate perceptions predict teachers’ psychological well-being?
2. Are there significant differences in psychological well-being levels based on gender, marital status, age, school level, and professional seniority?

A quantitative research design, specifically a correlational research approach, was employed to explore the relationships between variables. The study targeted teachers working in primary, middle, and high schools in Sincan, Ankara, Turkey, focusing on a district with low socioeconomic status to capture the challenges and dynamics specific to such contexts. Convenience sampling was used to reach participants. 230 teachers participated in the study. One hundred seventy-eight (77.4%) teachers were female, and 52 (22.6%) were male. Fifteen (6.5%) teachers were between 20-29 years old, 84 (36.5%) were between 30-39 years old, 94 (40.9%) were between 40-49 years old, 32 (13.9%) were between 50-59 years old, and 5 (2.2%) were 60 or older than 60 years old. Twenty-nine (12.6%) teachers were single, and 201 (87.4%) were married. One hundred eighty-six (80.9%) teachers were graduates with bachelor’s degrees, 41 (17.8%) teachers were graduates with master’s degrees, and 3 (1.3%) teachers were graduates with doctorate degrees. Forty-nine (21.3%) teachers were working in primary schools, 138 (60.0%) teachers were working in middle schools, and 43 (18.7%) teachers were working in high schools. Data was collected using Turkish-adapted versions of two validated instruments: The Revised School Climate Teacher Scale was developed by Liu et al. (2014) and adapted to Turkish by Yılmaz and Demir (2016). The scale consists of 7 dimensions and a total of 42 items. The dimensions are Principal Supportiveness, Accessibility, and Competence, Colleague Collegiality, Prosocial Development Practices, Student Behavior, Teacher Efficacy, Enjoyment of Teaching, Parent Involvement. The Psychological Well-Being Scale was developed by Diener et al. (2009) and adapted into Turkish by Telef (2013). The scale consists of 8 items and is rated on a 7-point Likert scale. The scale measures overall well-being through key factors such as self-acceptance, autonomy, personal growth, purpose in life, environmental mastery, and positive relations with others. Surveys were administered face-to-face in school settings to ensure direct interaction with participants and to provide immediate clarification when necessary. Before data collection, ethical approval was obtained from the relevant institutional review board. Participants were informed about the confidentiality of their responses, and their consent was secured before participation. The data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analyses to identify significant predictors of psychological well-being. Additional analyses, such as t-tests and ANOVAs, were conducted to assess differences in well-being across demographic variables. SPSS 28.0 was used to ensure accurate statistical calculations and interpretations.

Teachers’ perceptions of school climate were positively correlated with their psychological well-being. Dimensions such as Prosocial Development Practices, Teacher Efficacy, and Enjoyment of Teaching emerged as significant predictors. Findings indicated that younger teachers or those with fewer years of experience reported higher well-being and teachers in the 60+ age group reported the lowest level of well-being. Teachers with less than one year of seniority in the profession have the highest psychological well-being, and teachers with 11-15 years of seniority) have the lowest in terms of groups based on seniority. Results also revealed how different school climate dimensions contributed uniquely to well-being across various demographic groups. Moreover, schools in low SES communities presented specific challenges affecting teacher well-being, including limited parental involvement and higher student behavioral concerns. Identifying these issues may help policymakers and school administrators develop targeted strategies to improve school climate and support teachers more effectively. This study aims to provide empirical evidence on the connection between school climate and teacher well-being, contributing to teacher retention efforts, enhancing professional satisfaction, and ultimately improving the overall educational environment. The results could inform interventions designed to strengthen leadership practices, promote collaboration among teachers, and create more inclusive and supportive school climates.

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