Examining the Relationship Between School Administrators' Leadership Styles and Teachers' Organizational Happiness

Abstract

This study aimed to examine the predicting level of the leadership styles of school administrators on the organizational happiness level of teachers. The research was designed according to the sequential explanatory method, one of the mixed methods. First, the quantitative data were analyzed, then the qualitative data were examined. For the research, quantitative data were collected by applying the School Principals Leadership Style Scale and the Teacher Organizational Happiness Scale to the teachers working in the Güngören district of Istanbul. In the quantitative data collection part of the study, 323 participants were reached. Participants were selected by simple random sampling method. Qualitative data were obtained with semi-structured interview questions developed by the researchers. Eight volunteer participants were interviewed. According to the study’s quantitative findings, it was determined that the happiness level of teachers was high, and school administrators showed transformational leadership characteristics. According to the study's qualitative data, it was determined that the organizational happiness of the teachers was related to the relations with the manager, colleague relations, working conditions, and personality traits. Based on the research results, it has been proposed to increase the number of studies that address the professional happiness of teachers with different types of leadership. In addition, it is proposed to improve the economic situation of teachers. Finally, school administrators should pay attention to the school climate to increase teachers' happiness.