The relationship between teachers values and psychological well being

The purpose of this research is to answer the question of 'whether there is a relationship between the value orientations of the teachers working in primary education in public schools and their psychological well-being levels, and if so, in what direction?'. The relational survey model, one of the quantitative research methods, was used in the research. The population of the research consists of 2952 public school teachers working in the center of Batman, and Beşiri, Sason, and Gercüş districts in Batman in the 2020-2021 academic year. The sample of the study consists of 384 teachers selected through stratified sampling. The data of the study were collected with Schwartz Value Orientation Scale, Psychological Well-Being Scale, and Demographic Information Form which consists of 9 questions. The collected data were analyzed using the SPSS 22.0 package program. Descriptive statistics, t-test, one-way analysis of variance, correlation, and regression analysis techniques were used in the analysis of the research data. According to the findings obtained from the research, when teachers' value preferences are considered, teachers prefer the value of universality more. After the universality value, it is seen that they prefer the values of self-direction, benevolence, and security, respectively. On the other hand, power and stimulation are seen as the least preferred values by teachers. It is seen that teachers' psychological well-being levels are high. It was determined that there was a significant moderate positive correlation between teachers' value orientations and their perceptions of psychological well-being. It has been concluded that there are statistically significant differences in sub-dimensions of the value orientation and psychological well-being perceptions of the teachers participating in the research according to some demographic variables used. In addition, it was determined that sub-dimensions of the teachers' value orientation explained 21.6% of the variance in their perceptions of psychological well-being. It was concluded that 22% of the variance of teachers' value orientation categories and psychological well-being perceptions were explained by variables, and according to this result, it was concluded that teacher perceptions and openness to change from value categories predicted psychological well-being at a low level.