The Relationship Between School Administrators’ Happiness Levels and Their Self-Efficacy Levels

Abstract

The aim of this present research is to specify the interrelation between the happiness and self-efficacy levels of the school administrators. This study is a descriptive survey model, and its population consists of the school principals and deputy principals in Amasya Province which are the subsidiaries of the Ministry of National Education. The Correlation coefficient was calculated and the methods of One-Way ANOVA, t-test, and Kruskal-Wallis H tests were used for the sub-problems. Once the findings of the research were analysed, a positive and mid-level significant interrelation was discovered between the happiness and the self-efficacy levels of the administrators about school administration. The results of the analysis suggest that happiness and self-efficacy levels of the school administrators according to their perceptions can be observed as "fine". Furthermore, their perceptions about happiness and self-efficacy levels differ according to the length of service groups they belong to. This is evident from the finding that the group of 1-5 years of service has highest score of happiness level, and the experience groups of 6-10, 16-20, 21 and above, and 11-15 years follow them respectively. The highest score of self-efficacy level, at the same time, is owned by the ones who have 21 years of service and above, and the experience groups of 16-20, 6-10, 11-15, and 1-5 years follow them respectively. The self-efficacy levels also show significant difference regarding the variable of age.

Okul Yöneticilerinin Özyeterlik Algıları (Isparta Örneği)

“…Literatür taramasında son yıllarda özyeterlik algılası üzerine yapılmış çok sayıda (Akyürek, 2020;Akıncı, 2020a;Akıncı, 2020b;Çelikay, 2019;Çimen, 2022;Duran ve Yıldırım, 2017;Köybaşı, 2016;Murphy ve Johnson, 2016;Ata, 2015;Ayık vd. 2015;Koçyiğit, 2022;Turan vd.…”

“…Akyürek (2020),Çelikay (2019),Duran ve Yıldırım (2017),Köybaşı (2016),Uysal (2013),Karahan ve Balat (2011), Demirel (2009), Üstüner vd (2009, Tschannen-Moran ve Gareis (2007),Lyons ve Murphy (1994), çalışmalarında cinsiyet faktörüne göre anlamlı bir ilişki bulunmadığını belirterek, çalışmamızı destekleyen sonuçlar ortaya koymuşlardır. Cinsiyet faktörünün yönetici özyeterliğini etkilememesinin kurum türü, hizmet süresi ve eğitim değişkenleri gibi özyeterliği etkileyen bir faktör olmamasından kaynaklandığı düşünülmektedir.Çalışmaya katılan gönüllülerin özyeterlik algıları toplam görev süresi değişkenine göre ölçek toplamında anlamlı farklılık tespit edilmemiştir Duran ve Yıldırım (2017),. Negiş-Işık ve Gümüş (2017) çalışmamızla paralel sonuçlar elde etmiş, toplam görev süresi ile özyeterlikleri arasında anlamlı bir ilişkinin olmadığını belirtmişlerdir.…”

Development of Self-efficacy Skills of School Administrators through Simulation and Micro-teaching Methods

“…The remarkable changes emerging in recent years have featured educational leadership in terms of educational policies and debates over education. A growing body of literature has investigated the importance of school leaders in increasing student achievement, improving school culture and climate, motivating students, changing and developing teaching and making schools successful [7,13,16,18,31,33]. School leaders today must not only deal with financial issues in schools but must be a good analyst and change expert with society, as well.…”