The relationship between learning school and school happiness

The aim of this study is to reveal relationship between learning school and school happiness according to views of teachers who study at state schools. It is a kind of predictive study which is designed with the correlational (relational) scanning model that is one of the quantitative research methods. Teachers who study at state schools in Erciş in Van during 2017-2018 academic year create population of research and 371 teachers who are chosen from this population with simple and random sampling method create sample of the research. Research data was collected with Learning School Perception Scale taken from Güçlü and Türkoğlu (2003), and Organizational Happiness Scale taken from Paschoal and Tamaya and adapted to Turkish by Arslan and Polat (2007). Arithmetic average, standard deviation, percentage value, t-test, one-way analysis of variance, correlation average and regression analysis were used to analyze data. At the result of the research, it was concluded that the quality of being learning school is at 'medium' level and school happiness is at a 'good' level, there is a positive and meaningful relationship at medium level between school happiness and school and the vision, shared by sub dimensions of learning school, mental models and team learning are meaningful predictors for school happiness of teachers. In terms of learning school on the basis of variances, meaningful differences were determined in favours of male teachers at personal skill sub-dimesion; in favours of married teachers at shared vision and system thought sub-dimension; in favours of contracted teachers at scale total, mental models, shared vision and learning together sub-dimension; in favours of primary school teachers at scale total, mental models, and shared vision sub-dimension; in favours of high school teachers at personal skill sub-dimension; in favours of one-year teachers at the same school at shared vision and learning together sub-dimension; in favours of teachers in a small school at scale total and all sub-dimensions; in favours of teachers in a big school at personal skill sub-dimension according to teachersin a midsize school. In terms of school happiness, meaningful differences were determined in favours of male teachers at positive feelings sub-dimesion; in favours of contracted teachers at scale total, positive and negative feelings sub-dimension; in favours of one-year teachers at the same school at school happiness and all sub-dimensions; in favours of teachers in a small school at scale total and all sub-dimensions. Key Words learning school, school happiness, teacher, school, happiness