THE RELATIONSHIP BETWEEN MIDDLE SCHOOL TEACHERS’ PARTICIPATION IN SCHOOL DECISION-MAKING AND THEIR LEVELS OF SUBJECTIVE WELL-BEING

Åžebnem DORUKOÄžLU (), Nuri AKGÃœN () and Gülden Demä°r ()
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Şebnem DORUKOĞLU: Milli Eğitim Bakanlığı
Nuri AKGÃœN: Bolu Abant Ä°zzet Baysal Ãœniversitesi
Gülden Demä°r: Milli EÄŸitim Bakanlığı

Eurasian Academy Of Sciences Social Sciences Journal, 2023, vol. 51, issue 51, 64-79

Abstract: The aim of this research is to determine middle school teachers’ opinions regarding their participation in school decision-making and its relationship with their subjective well-being levels, as well as to ascertain whether a significant correlation exists between these variables. The research was designed following a relational survey model. The study sample consisted of 405 teachers serving in public middle schools in the Esenyurt District of Istanbul during the 2019-2020 academic year. Data for the research were collected using a Personal Information Form, a Decision-Making Participation Scale, and a Teacher Subjective Well-Being Scale. Quantitative analysis methods were employed to evaluate the research data. The research findings indicate that teachers’ participation in school decision-making is “sometimes,†while their overall scores for subjective well-being are “frequent.†Moreover, a moderate, positive, and significant relationship between teachers’ participation in school decision-making and their levels of subjective well-being (r=0.554; p=0.000) has been established. It was also concluded that as teachers’ participation in decision-making increases, their subjective well-being shows a positive and significant rise. Additionally, teachers’ participation in school decision-making was found to explain 30.7% of the variation in their subjective well-being levels, predicting it in a positive and significant manner (R2=0.307; p=0.000).

Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:eas:journl:v:51:y:2023:i:51:p:64-79

DOI: 10.17740/eas.soc.2023.V51.04

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