International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2023, Vol. 19(5) 59-80

Study of Variables Predicting Teachers' Organizational Happiness Levels with Ordinal Logistical Regression Analysis

Mehmet Sabir Çevik & Methi Çelik

pp. 59 - 80   |  DOI: https://doi.org/10.29329/ijpe.2023.603.5   |  Manu. Number: MANU-2205-26-0005.R1

Published online: October 16, 2023  |   Number of Views: 64  |  Number of Download: 350

Save PDF

Abstract

This study aims to determine the variables that predict teachers' organizational happiness levels. The study is quantitative in the predictive correlational type, which is one of the general screening models. The data of the study were analysed with ordinal logistic regression. The sample group of the study consists of 605 teachers working in pre-school, primary, secondary and high schools in Çankaya district of Ankara province with the stratified sampling method. "Organizational Happiness Scale" and "Empowering Leadership Scale" were used as assessment tools in the study. The organizational happiness level of teachers, which is the dependent variable of the study, was defined as a three-category variable in the form of low, medium and high with the K-means clustering algorithm. In the study, it was determined that only marital status, socio-economic level of the school and empowering leadership behaviours predicted teachers' organizational happiness levels significantly. The order of importance regarding the predictive level of the predictor variables, from the largest to the smallest, is the school with a high socio-economic level, the school with a medium level of empowering leadership behaviours, marital status and socio-economic level. Based on the results obtained, various suggestions have been made in the research to improve the socio-economic environment of schools as educational organizations and to support the behaviour of school administrators to empower teachers.

Keywords: Organizational Happiness, Empowering Leadership, Educational Organizations, Regression, Sequential Logistic (Ordinal) Regression

How to Cite this Article?

APA 6th edition
Cevik, M.S. & Celik, M. (2023). Study of Variables Predicting Teachers' Organizational Happiness Levels with Ordinal Logistical Regression Analysis . International Journal of Progressive Education, 19(5), 59-80. doi: 10.29329/ijpe.2023.603.5

Harvard
Cevik, M. and Celik, M. (2023). Study of Variables Predicting Teachers' Organizational Happiness Levels with Ordinal Logistical Regression Analysis . International Journal of Progressive Education, 19(5), pp. 59-80.

Chicago 16th edition
Cevik, Mehmet Sabir and Methi Celik (2023). "Study of Variables Predicting Teachers' Organizational Happiness Levels with Ordinal Logistical Regression Analysis ". International Journal of Progressive Education 19 (5):59-80. doi:10.29329/ijpe.2023.603.5.
References
  1. Ahearne, M., Mathieu, J. E., & Rapp, A. (2005). To empower or not to empower your sales force? An empirical examination of the influence of leadership empowerment behavior on customer satisfaction and performance. The Journal of Applied Psychology, 90(5), 945-955. doi:10.1037/0021-9010.90.5.945 [Google Scholar] [Crossref] 
  2. Amundsen, S., & Martinsen, Ø. L. (2014). Empowering leadership: Construct clarification, conceptualization, and validation of a new scale. Leadership Quarterly, 25(3), 487-511. doi:10.1016/j.leaqua.2013.11.009 [Google Scholar] [Crossref] 
  3. Appelbaum, S. H., & Honeggar, K. (1988). Empowerment: a constrasting overview of organizations in general and nursing in particular an examination of organizational factors, managerial behaviors, job design, and structural power. Empowerment in Organizations, 6(2), 29-50. [Google Scholar]
  4. Argon, T. (2014). Eğitim kurumlarında insan kaynaklarının desteklenmesi: Yönetici desteğine yönelik öğretmen görüşleri. International Journal of Human Science, 11(2), 691-729. [Google Scholar]
  5. Arslan, N. (2021).  Öğretmenlerin okul müdürlerinin hizmetkâr liderlik davranışlarına ilişkin algıları ile örgütsel mutlulukları arasındaki ilişki. (Yayımlanmamış yüksek lisans tezi).  Siirt Üniversitesi Sosyal Bilimler Enstitüsü, Siirt. [Google Scholar]
  6. Arslan, Y. (2018). Öğretmenlerin farklılıkların yönetimi yaklaşımlarına ilişkin algıları ile örgütsel mutluluk algıları arasındaki ilişki. (Yayınlanmamış doktora tezi). Kocaeli Üniversitesi, Sosyal Bilimler Enstitüsü, Kocaeli. [Google Scholar]
  7. Arslan, Y., & Polat, S. (2017). Adaptation of well-being Work scaletoTurkish. Kuram ve Uygulamada Eğitim Yönetimi, 23(4), 603-622. doi: 10.14527/kuey.2017.019 [Google Scholar] [Crossref] 
  8. Arslantaş, C. C. (2007). Güçlendirici lider davranışının psikolojik güçlendirme üzerindeki etkisini belirlemeye yönelik görgül bir araştırma. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 7(2), 227-239. [Google Scholar]
  9. Ataş, D., & Karadağ, Ö. (2017). An analysis of Turkey’s PISA 2015 results using two-level hierarchical linear modelling. Journal of Language and Linguistic Studies, 13(2), 720-727. [Google Scholar]
  10. Aytaş, M. S. (2021).  Öğretmen algılarına göre okul yöneticilerinin liderlik stilleri ile öğretmenlerin örgütsel mutluluk algıları arasındaki ilişkinin incelenmesi: Şanlıurfa örneği. (Yayımlanmamış yüksek lisans tezi). Harran Üniversitesi Sosyal Bilimler Enstitüsü, Şanlıurfa.  [Google Scholar]
  11. Bakker, A. B., & Demerouti, E. (2013). Job demands-resources model. Revista de Psicologa del Trabajoy de las Organizaciones, 29(3), 107-115. [Google Scholar]
  12. Bayram, S. (2020). Öğretmenlerin örgütsel affedicilik algıları ile örgütsel mutluluk düzeyleri arasındaki ilişkinin incelenmesi. (Yayımlanmamış yüksek lisans tezi). Recep Tayyip Erdoğan Üniversitesi Sosyal Bilimler Enstitüsü, Rize. [Google Scholar]
  13. Bessant, J., & Tidd, J. (2007). Innovation and entrepreneurship. London: Wiley. [Google Scholar]
  14. Bird, J. M., & Markle, R. S. (2012). Subjective well-being in school environments: Promoting positive youth development through evidence-based assessment and ıntervention. American Journal of Orthopsychiatry, 82(1), 61-66. DOI: 10.1111/j.1939- 0025.2011.01127.x [Google Scholar]
  15. Bixby, K. M. (2016). The mediation of empowering leadership on psychological empowerment with organizational commitment and job satisfaction (Unpublished doctoral thesis). Anderson University, USA. [Google Scholar]
  16. Blanchflower, G. D., & Oswald, J. A. (2004). Well-being over time in Britain and the USA. Journal of Public Economics, 88(8), 1359-1386. [Google Scholar]
  17. Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37(5), 662-683. [Google Scholar]
  18. Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and Teacher Education, 20(3), 277-289. [Google Scholar]
  19. Bolat, O. İ., Bolat, T., & Seymen, O. A. (2009). Güçlendirici lider davranışları ve örgütsel vatandaşlık davranışı arasındaki ilişkinin sosyal mübadele kuramından hareketle incelenmesi. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(21), 215-239. [Google Scholar]
  20. Brief, A. P., & Weiss, H. M (2002). Organizational behavior: Affect in the work place. Annual Review of Psychology, 53, 279-307. [Google Scholar]
  21. Brower, M. J. (1995), Empowering teams: What, why, and how.Empowerment In Organizations, 3(1), 13-25. [Google Scholar]
  22. Bulut, A. (2015). Ortaöğretim öğretmenlerinin örgütsel mutluluk algılarının incelenmesi: Bir norm çalışması. (Yayımlanmış doktora tezi). Gaziantep Üniversitesi, Eğitim Bilimleri Enstitüsü, Gaziantep. [Google Scholar]
  23. Bulut, A. (2020). Eğitim kurumlarında yönetsel tarz ve örgütsel mutluluk arasındaki ilişkinin incelenmesi. (Yayımlanmamış yüksek lisans tezi). Uşak Üniversitesi Eğitim Bilimleri Enstitüsü, Uşak. [Google Scholar]
  24. Bulut, A., & Demirhan, G. (2020). Eğitim kurumlarında yönetsel tarz ve örgütsel mutluluk. Anadolu Kültürel Araştırmalar Dergisi, 4(2), 162-176. [Google Scholar]
  25. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık. [Google Scholar]
  26. Byrne, B. M. (2010). Structural equation modeling with Amos: Basic concepts, applications, and programming (2nd ed.). New York, NY: Taylor and Francis Group. [Google Scholar]
  27. Çelik, O. T., & Konan, N. (2020). Okul müdürlerinin güçlendirici liderliği ile öğretmenlerin özyeterliği ve örgütsel vatandaşlık davranışları arasındaki ilişki. Eğitim ve Bilim, 46(206)-241-261. [Google Scholar]
  28. Cerit, Y. (2010). The effects of servant leadership on teachers' organizational commitment in primary schools in Turkey. International Journal of Leadership in Education, 13(3), 301-317. [Google Scholar]
  29. Cevahir, H. (2004). Güçlendirici liderlik davranışları ile örgütsel bağlılık ve iştatmini arasındaki ilişki üzerine bir araştırma(Yayımlanmamış yüksek lisanstezi). Gebze Yüksek Teknoloji Enstitüsü Sosyal Bilimleri Enstitüsü, İstanbul. [Google Scholar]
  30. Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2021). Sosyal bilimler için çok değişkenli istatistik: SPSS ve lisrel uygulamaları. Ankara: Pegem Akademi Yayıncılık. [Google Scholar]
  31. Conger, J. A., & Kanungo, R. N. (1988). The empowerment process: Integrating theory and practice. Academy of Management Review, 13(3), 471-482. doi:10.2307/258093 [Google Scholar] [Crossref] 
  32. Dağlı, E., Kalkan, F. (2021). Okul müdürlerinin güçlendirici liderlik davranışlarım ile öğretmenlerin öz yeterlik algıları ve iş doyumu düzeyleri arasındaki ilişki. Eğitim ve Bilim, 46(208), 105-123. [Google Scholar]
  33. Daniels, K. (2000). Measures of five aspects of affective well-being at work. Human Relations, 53(2), 275-294. https://doi.org/10.1177/a010564 [Google Scholar] [Crossref] 
  34. Davis, J., & Wilson, S. M. (2000). Principals' efforts to empower teachers: Effects on teacher motivation and job satisfaction and stress. The Clearing House, 73(6), 349-353. [Google Scholar]
  35. De Jonge, J., & Schaufeli, W. B. (1998). Job characteristics and employee well-being: A test of Warr’s Vitamin Model in health care workers using structural equation modelling. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 19(4), 387-407. [Google Scholar]
  36. Demo, G., & Paschoal, T. (2013). Well-Being at workscale: Exploratory and confirmatory validation in the United States comprising affective and cognitive components. Proceeding XXXVII Encontro da ANPAD, 7-11September 2013. Rio de Janeiro. [Google Scholar]
  37. Diener, E., Gohm, L. C., Suh, E., & Oishi, S. (2000). Similarity of the relations between marital status and subjective well-being across cultures. Journal of Cross-Cultural Psychology, 31(4),        419-436.  [Google Scholar]
  38. Dijke, M. V., Cremer, D. D., Mayer, D. M., & Quaquebeke, N. M. (2012). When does procedural fairness promote organizational citizenship behavior? Integrating empowering leadership types in relational justice models. Organizational Behavior and Human Decision Process, 117, 235-248. [Google Scholar]
  39. Düzgün, O. (2016). Ortaokulda görev yapmakta olan öğretmenlerin mutluluk düzeyleri ile sınıf yönetimi becerileri arasındaki ilişki (Yayımlanmamış yüksek lisans tezi). Gaziosmanpaşa Üniversitesi Eğitim Bilimleri Enstitüsü, Tokat. [Google Scholar]
  40. Eckhaus, E. (2018). Measurement of organizational happiness. In: Kantola J., Barath T., Nazir S. (Eds) Advances in human factors, business management and leadership. Advances in Intelligent Systems and Computing, 594. https://doi.org/10.1007/978-3-319-60372-8_26 [Google Scholar] [Crossref] 
  41. Eker, R. (2021). Okul müdürlerinin öğretimsel liderlik davranışlarının okul mutluluğuna etkisinin öğretmen görüşlerine göre incelenmesi (Yayımlanmamış Yüksek Lisans Tezi). İstanbul Sabahattin Zaim Üniversitesi, Lisansüstü Eğitim Enstitüsü, İstanbul. [Google Scholar]
  42. Erstad, M. (1997). Empowerment and organizational change. International Journal of Contemporary Hospitality Management, 9(7), 325-333. [Google Scholar]
  43. Field, A. (2009). Discovering statistics using Spss (Third edition). London: Sage Publications. [Google Scholar]
  44. Fisher, C. D. (2010). Happiness at work. International Journal of Management Reviews, 12, 384-412. [Google Scholar]
  45. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How todesignandevaluateresearch in education. NY: McGraw-Hill. [Google Scholar]
  46. Frey, B. S., & Stutzer, A. (2002). Happiness, Economy and Institution, Forthcoming in the Economic Journal, 110(466), 918-938. [Google Scholar]
  47. Frey, B., & Stutzer, A. (2001). Happiness and economics: How the economy andinstitutions affect human well-being. New Jersey: Princeton University. [Google Scholar]
  48. Frey, B., & Stutzer, A. (2011). Recent developments in the economics of happiness. Cheltenham: Edward Elgar Publishing. [Google Scholar]
  49. Fritz, M. M., Walsh, L. C., & Lyubomirsky, S. (2017). Staying happier. In M. D. Robinson & M. Eid (Eds.), The happy mind: Cognitive contributions to well-being (pp. 95-114). New York: Springer. [Google Scholar]
  50. Gavin, J. H., & Mason, R. O. (2004). The virtuous organization: The value of happiness in the workplace. Organizational Dynamics, 33(4), 379-392. [Google Scholar]
  51. Golparvar, M., & Abedini, H. (2014). Relationship between meaning and spirituality atwork with job happiness positive affect and job satisfaction. Management ScienceLetters, 4, 255–268. [Google Scholar]
  52. Greenberg, J., & Colquitt, J. A. (2005). Handbook of organizational justice. NJ: Erlbaum. [Google Scholar]
  53. Gümüş, A. (2013). İlkokul yöneticilerinde güçlendirici liderlik davranışları ile öğretmenlerde örgütsel bağlılık ilişkisi: Psikolojik güçlendirmenin aracılık rolü (Ankara ili örneği) (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. [Google Scholar]
  54. Günbayı, İ., Dağlı, E., & Kalkan, F. (2013). İlköğretim okulu müdürlerinin destekleyici davranışları ile öğretmenlerin örgütsel vatandaşlık davranışları arasındaki ilişki. Educational Administration: Theory and Practice, 19(4), 575-602. [Google Scholar]
  55. Güzel, H. (2021). Psikolojik danışmanların psikolojik sağlamlıkları ile örgütsel mutlulukları arasındaki ilişkinin incelenmesi. (Yayımlanmamış yüksek lisans tezi). Recep Tayyip Erdoğan Üniversitesi Sosyal Bilimler Enstitüsü, Rize.  [Google Scholar]
  56. Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6. bs.). New Jersey: Pearson Prentice Hall. [Google Scholar]
  57. Hanushek, E. A. (2010). Education production functions: Developed country evidence. International Encyclopedia of Education, 401-411.   [Google Scholar]
  58. Hassan, S., Glenn, J., Mahsud, R., Yukl, G., & Prussia, G. E. (2013). Ethical and empowering leadership and leader effectiveness. Journal of Managerial Psychology, 28(2), 133-146. [Google Scholar]
  59. Helliwell, J., Layard, R., & Sachs, J. (Eds.). (2017). World Happiness Report 2017. New York: Sustainable Development Solutions Network. [Google Scholar]
  60. Hoyle, R. H., & Panter, A. T. (1995). Writing about structural equation models. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 158-176). Thousand Oaks, CA, US: Sage Publications Inc. [Google Scholar]
  61. İmamoğlu, E. B., & Turan, A. D. (2019). Güçlendirici liderlik ile bilgi paylaşımı davranışı arasındaki ilişkide algılanan örgütsel desteğin aracı rolü: Bilişim sektöründe bir araştırma. İşletme İktisadi Enstitüsü Yönetim Dergisi,87, 27-48. [Google Scholar]
  62. Jehangir, K., Glas, C., & Berg, S. (2015). Exploring the relation between socioeconomic status and reading achievement in PISA 2009 through an intercepts-and-slopes-as-outcomes paradigma. International Journal of Educational Research, 71,1-15. [Google Scholar]
  63. Kabal, D. (2019). Öğretmenlerin yaşam boyu öğrenme eğilimleri ve mutluluk düzeyleri üzerine bir çalışma (Kocaeli örneği) (Yayımlanmamış yüksek lisans tezi). Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü, Sakarya. [Google Scholar]
  64. Kangal, A. (2013). Mutluluk üzerine kavramsal bir değerlendirme ve Türk hane halkı için bazı sonuçlar. Elektronik Sosyal Bilimler Dergisi, 12(44), 214-133. [Google Scholar]
  65. Karnak, B. (2020). Öğretmenlerin mesleki profesyonellikleri ile örgütsel mutlulukları arasındaki ilişki (Yayımlanmamış yüksek lisans tezi). Pamukkale Üniversitesi, Eğitim Bilimleri Enstitüsü, Denizli. [Google Scholar]
  66. Kaya, Ç., & Altınkurt, Y. (2018). Öğretmenlerin psikolojik sermayeleri ile tükenmişlik düzeyleri arasındaki ilişkide psikolojik ve yapısal güçlendirmenin rolü. Eğitim ve Bilim, 43(193), 63-78. [Google Scholar]
  67. Kim, Y. (2018). The effects of school choice on achievement gaps between private and public high schools: Evidence from Seoul high school choice program. International Journal of Educational Development, 60, 25-32. [Google Scholar]
  68. Kıral, B. (2020). The relationship between the empowerment of teachers by school administrators and organizational commitments of teachers. International Online Journal of Education and Teaching, 7(1), 248-265. [Google Scholar]
  69. Kjerulf, A., (2015). Sabah 9’dan akşam 6’ya happy hour, İstanbul: Doğan Egmont Yayıncılık. [Google Scholar]
  70. Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: The Guildford Press.  [Google Scholar]
  71. Koçak, S., & Burgaz, B. (2017). Ortaöğretim kurumlarındaki psikolojik sözleşme üzerinde güçlendirici liderlik davranışlarının rolü. Eğitim ve Bilim, 42(191)-351-369. [Google Scholar]
  72. Koçel, T. (2001). İşletme yöneticiliği. İstanbul: Beta Basım Yayım Dağıtım.  [Google Scholar]
  73. Konan, N., & Çelik O. T. (2018). Güçlendirici liderlik ölçeğinin eğitim örgütleri için Türkçe’ye uyarlaması: Geçerlik ve güvenirlik çalışması. Kastamonu EducationJournal, 26(4), 1043-1054. doi:10.24106/kefdergi.434140 [Google Scholar] [Crossref] 
  74. Konczak, L. J., Stelly, D. J., & Trusty, M. L. (2000). Defining and measuring empowering leader behaviors: Development of an upward feedback instrument. Educational and Psychological Measurement, 60(2), 301-313. [Google Scholar]
  75. Korkut, A. (2019). Öğretmenlerin örgütsel mutluluk, örgütsel sinizm ve örgütsel adalet algılarının analizi. (Yayımlanmamış doktora tezi). İnönü Üniversitesi Eğitim Bilimleri Enstitüsü, Malatya. [Google Scholar]
  76. Lapierre, L. M., & Allen, T.D. (2006). Work-supportive family, family-supportive supervision, use oforganizational benefits, and problem-focused coping: Implications for work-family conflict andemployee well-being.Journal of Occupational Health Psychology, 11(2), 169-181. [Google Scholar]
  77. Ledford, G. E. (1999). Comment: Happiness and productivity revisited. Journal of Organizational Behavior, 20(1), 25-30. [Google Scholar]
  78. Lee, A. N., & Nie, Y. (2015). Teachers’ perceptions of school leaders’ empowering behaviours and psychological empowerment: Evidence from a Singapore sample. Educational Management Administration & Leadership, 45(2), 260-283. [Google Scholar]
  79. Lee, A. N., & Nie, Y. (2013). Development and validation of the school leader empowering behaviours (SLEB) scale. The Asia-Pacific Education Researcher, 22(4), 485-495. [Google Scholar]
  80. Lee, A., Willis, S., & Tian, A. W. (2017). Empowering leadership: A meta‐analytic examination of incremental contribution, mediation, and moderation. Journal of Organizational Behavior, 39(3), 306-325. [Google Scholar]
  81. Leech, N. L., Barrett, K. C., & Morgan, G. A. (2005). SPSS for intermediate statistics: Use and interpretation: Lawrence Erlbaum. [Google Scholar]
  82. Macky, K., & Boxall, P. (2008). High-involvement work processes, work intensification and employee well-being: A study of New Zealand worker experiences. Asia Pacific Journal ofHuman Resources, 46(1), 38-55. [Google Scholar]
  83. MacLeod, A. K., Coates, E., & Hetherton, J. (2008). Increasing well-being through teaching goal-setting and planning skills: Results of a brief intervention. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 9(2), 185–196. https://doi.org/ 10.1007/s10902-007-9057-2 [Google Scholar] [Crossref] 
  84. McConnel, J. (1993). On lemmings and leaders. Journal For Quality and Participation, 16, 10-14. [Google Scholar]
  85. Moçoşoğlu, B., & Kaya, A. (2018). Okul yöneticileri ve öğretmenlerin örgütsel sessizlik ile örgütsel mutluluk düzeyleri arasındaki ilişki: Şanlıurfa ili örneği. Harran Education Journal, 3(1),       52-70. [Google Scholar]
  86. Myers, D. G. (2000). The funds, friends, and faith of happy people. American psychologist, 55(1),      56-67.  [Google Scholar]
  87. Nelson, D. W., & Knight, A. E. (2010). The power of positive recollections: Reducing test anxiety and enhancing college student efficacy and performance. Journal of Applied Social Psychology, 40(3), 732-745. [Google Scholar]
  88. Neuman, W. L., & Robson, K. (2014). Basics of social research. Toronto: Pearson Canada. [Google Scholar]
  89. Ocak, M. (2010). Blend or not to blend: a study investigating faculty members perceptions of blended teaching. World Journal on Educational Technology, 2(3), 196-205. [Google Scholar]
  90. OECD, (2011). Against the odds: Disadvantaged students who succeed in school. Available from https://www.oecd-ilibrary.org/education/against- the-odds_ 9789264090873-en 04/03/2022 tarihinde alındı.  [Google Scholar]
  91. Özdemir, D. M., & Kış, A. (2019). Öğretmenlerin mutluluk düzeylerinin incelenmesi: Gaziantep İli örneği. 14. Uluslararası Eğitim Yönetimi Kongresi Tam Metin Bildiri Kitabı içinde (s.191-196). Ankara: Ortadoğu Teknik Üniversitesi. [Google Scholar]
  92. Ozen, F. (2018). The impact of the perception of organizational virtue on the perception of organizational happiness in educational organizations. Educational Policy Analysis and Strategic Research, 13(4), 124-140. doi: 10.29329/epasr.2018.178.7 [Google Scholar] [Crossref] 
  93. Özgenel, M., & Canuylası, R. (2021). Okul müdürlerinin paternalist liderlik davranışlarının örgütsel mutluluğa etkisi. Eğitim ve Teknoloji,3(1) 14-31. [Google Scholar]
  94. Paschoal, T., & Tamayo, A. (2008). Construction and validation of work well-being scale. Avaliação Psicológica, 7(1), 11-22. [Google Scholar]
  95. Paschoal, T., & Tamayo, A. (2008). Construction and validation of work wellbeingscale. Avaliação Psicológica, 7(1), 11-22. [Google Scholar]
  96. Pazar, B. (2021). Öğretmen özerkliği ve örgütsel mutluluk arasındaki ilişki. (Yayımlanmamış yüksek lisans tezi). İstanbul Kültür Üniversitesi Lisansüstü Eğitim Enstitüsü, İstanbul. [Google Scholar]
  97. Pearce, C. L., & Sims Jr, H. P. (2002). Vertical versus shared leadership as predictors of the effectiveness of change management teams: An examination of aversive, directive, transactional, transformational, and empowering leader behaviors. Group dynamics: Theory, Research, and Practice, 6(2), 172-197. [Google Scholar]
  98. Pearce, C. L., Conger, J. A., & Locke, E. A. (2008). Shared leadership theory. The Leadership Quarterly, 19(5), 622-628. [Google Scholar]
  99. Pryce Jones, J. (2010). Happiness at work. USA: Wiley Blackwell. [Google Scholar]
  100. Rea, L. M., & Parker, R. A. (1997). Designing and conducting survey research: A comprehensive guide. San Francisco, CA: Josey-Bass Inc. [Google Scholar]
  101. Robertson, I., & Cooper, C. (2011). Well-being: Productivity and happiness at work. London: Palgrave Macmillan. [Google Scholar]
  102. Şahin, B., & Özgenel, M. (2020). Comparison of the predictive level of transformational, transactional and laissez-faire leadership style on school happiness, International Journal of Educational Studies and Policy,1(1), 55-73. [Google Scholar]
  103. Salas-Vallina, A., López-Cabrales, Á., Alegre, J., & Fernández, R. (2017). On the road to happiness at work (HAW). Personnel Review. 46(2), 314-338. [Google Scholar]
  104. Şama, E., Kolamaz, C. (2011). Destekleyici ve geliştirici liderlik özellikleri ile örgütsel bağlılık arasındaki ilişki. Türk Eğitim Blimleri Dergisi, 9(2), 313-342. [Google Scholar]
  105. Sancak, T. (2019). Öğretmenlerin okullardaki mekân düzenlemelerine ilişkin memnuniyetleri ile mutluluk ve örgütsel bağlılıkları arasındaki ilişki. (Yayımlanmamış yüksek lisans tezi). Sabahattin Zaim Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul. [Google Scholar]
  106. Savi, F. (2010). The personality traits of parents and parents reports of adolescents problems. Cypriot Journal Of Educational Sciences, 5(3),152-166. [Google Scholar]
  107. Segraves, R. T. (1982). Chapter 2: The relationship of marriage to psychological well-being. In R. T. Segraves (Ed.), Marital Therapy: A combined psychodynamic-behavioral approach (pp. 21-57). New York, USA: Plenum Publishing Corporation.  [Google Scholar]
  108. Sevim, H. İ. (2021). Okullardaki dağıtımcı liderlik ile örgütsel mutluluk ve sinerjik iklim arasındaki ilişki. (Yayımlanmamış yüksek lisans tezi). Sütçü İmam Üniversitesi Sosyal Bilimler Enstitüsü, Kahramanmaraş.  [Google Scholar]
  109. Shah, R., & Ward, P. T. (2003). Learn manufacturing: Context, practice bundles, and performance. Journal of Operations Management, 21(2), 129-149. doi:10.1016/S0272-6963(02)00108-0 [Google Scholar] [Crossref] 
  110. Sims, H. P., Faraj, S., & Yun, S. (2009). When should a leader be directive or empowering? How to develop your own situational theory of leadership. Business Horizons, 52(2), 149-158. [Google Scholar]
  111. Snyder, C., & Lopez, S. (2006). Positive psychological assessment. Washington, DC: American Psychological Association. [Google Scholar]
  112. Somech, A. (2005). Teachers’ personal and team empowerment and their relations to organizational outcomes: Contradictory or compatible constructs? Educational Administration Quarterly, 41(2), 237-266. [Google Scholar]
  113. Srivastava, A., Bartol, K. M., & Locke, E. A. (2006). Empowering leadership in management teams: Effects on knowledge sharing, efficacy, and performance. The Academy of Management Journal, 49(6), 1239-1251. doi:10.2307/20159830 [Google Scholar] [Crossref] 
  114. Stavrova, O., Fetchenhauer, D., & Schlösser, T. (2012). Cohabitation, gender, and happiness: A cross-cultural study in thirty countries. Journal of Cross- Cultural Psychology, 43(7), 1063-1081. [Google Scholar]
  115. Suhail, K., & Chaudhry, R. H. (2004). Predictors of subjective well-being in an Eastern Muslim Culture. Journal of Social and Clinical Psychology, 23(3), 359-376. [Google Scholar]
  116. Sweetland, S. R., & Hoy, W. K. (2000). School characteristics and educational outcomes: Toward an organizational model of student achievement in middle schools. Educational Administration Quarterly, 36(5), 703-729. [Google Scholar]
  117. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6. bs.). New York: Pearson. [Google Scholar]
  118. Talebzadeh, F., & Samkan, M. (2011). Happiness for our kids in schools: A conceptual model. Procedia-Social and Behavioral Sciences, 29, 1462-1471. [Google Scholar]
  119.  Tosten, R., Avci, Y. E., & Sahin, S. (2018). The relations between the organizational happiness and the organizational socialization perceptions of teachers: The sample of physical education and sport. European Journal of Educational Research, 7(1), 151-157. doi: 10.12973/eu-jer.7.1.151 [Google Scholar] [Crossref] 
  120. Uğur, S. (2019). Öğrenen okul ile okul mutluluğu arasındaki ilişki. (Yayımlanmamış yüksek lisans tezi). Van Yüzüncü Yıl Üniversitesi Eğitim Bilimleri Enstitüsü, Van.  [Google Scholar]
  121. UNESCO, (2006). EFA global monitoring report 2007: Strong foundations –early childhood care and education. Paris: UNESCO. [Google Scholar]
  122. Uzun, T., & Kesicioğlu, O. S. (2019). Okulöncesi öğretmenlerinin örgütsel mutluluğu ile iş tatminleri ve örgütsel bağlılıkları arasındaki ilişkilerin incelenmesi. Akdeniz Eğitim Araştırmaları Dergisi, 29, 39-52. [Google Scholar]
  123. Vecchio, R. P., Justin, J. E., & Pearce, C. L. (2010). Empowering leadership: An examination of mediating mechanisms within a hierarchical structure. The Leadership Quarterly, 21, 530-542. [Google Scholar]
  124. Vu, H. M. (2020). Employee empowerment and empowering leadership: A literature review. Technium: Romanian Journal of Applied Sciences and Technology, 2(7), 20-28. [Google Scholar]
  125. Walker, S. S., & Schimmack, U. (2008). Validity of a happiness implicit association test as a measure of subjective well-being. Journal of Research in Personality, 42(2), 490-497. [Google Scholar]
  126. Warr, P. (2007). Work, happiness and unhappiness. Lawrence Erlbaum Associates. [Google Scholar]
  127. Warr, P. (2011). Work, happiness, and unhappiness. NJ: Psychology Press. [Google Scholar]
  128. Warr, P. (2017). Happiness and Mental Health. The Handbook of Stress and Health: A Guide to Research and Practice, 57-74. [Google Scholar]
  129. Weiss, H. M., & Cropanzano, R. (1996). Affective events theory: A theoretical discussion of the structure, causes and consequences of affective experiences at work. In B. M. Staw & L. L. Cummings (Eds.), Research in organizational behavior: An annual series of analytical essays and critical reviews, Vol. 18, pp. 1–74). Elsevier Science/JAI Press. [Google Scholar]
  130. Wesarat, P. O., Sharif, M. Y., & Majid, A. H. A. (2015). A conceptual framework of happiness at the workplace. Asian Social Science, 11(2), 78-88. [Google Scholar]
  131. Wright, T. A., Bonett, D. G., & Sweeney, D.A. (1993). Mental health and work performance: Results of a longitudinal field study. Journal of Occupational and Organizational Psychology, 66(4), 277-284. [Google Scholar]
  132. Yangaiya, S. A., & Magaji, K. (2015). The relationship between school leadership and job satisfaction of secondary school teachers: A mediating role of teacher empowerment. People: International Journal of Social Sciences, 1(1), 1239-1251. [Google Scholar]
  133. Zhang, X., & Bartol, K. M. (2010). Linking empowering leadership and follower creativity: The influence of psychological empowerment, intrinsic motivation, and creative process engagement. Academy of Management Journal, 53(1), 107-128. doi:10.5465/AMJ.2010.48037118  [Google Scholar] [Crossref] 
  134. Zhu, C. H. (2011). The empirical research about the impact of empowering leadership to employees' organization citizenship behavior: The mediated moderation model (Unpublished master's thesis). Shanghai University, Chinese. [Google Scholar]
Download
Metric
History
Related

Volume 19 Issue 5

October 2023

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.