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The aim of this study is to determine the relationship between school climate and elementary school students’ academic achievement. Sample of the research is composed of 598 8th grade students who are studying in 11 elementary schools in Erzurum province. The sample was selected using the maximum variation method. In this study, the data regarding the school climate was obtained using the “School Climate Scale” that was prepared for student perceptions. Student achievement rates were obtained on the basis of the scores that were achieved in the high school entrance exam (SBS). The Pearson Product-Moment Correlation Coefficient Analysis technique was used in analyzing the data. In view of the research findings, it was found that there was no statistically significant relationship among supportive teacher behaviors, achievement orientation and safe learning environment perceptions, which are among the aspects of school climate scale, and students’ academic achievement based on students’ perceptions.

School Climate, High School Entrance Exam, Student Achievement

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