The relationship between school administrators' value management practices and teachers' psychological well-being

The aim of this study is to examine the relationship between school administrators' value management practices and teachers' psychological well-being. Relational screening model, which is one of the general screening models, was used in the study. This study was conducted with 328 teachers working in public pre-school, primary school, secondary school and high school levels affiliated to the Ministry of National Education in Çerkezköy district of Tekirdağ province in the 2022-2023 academic year. In order to collect information about teachers' gender, age, marital status, level of employment and length of service in teaching, Personal Information Form, Value Management Scale (Yılmaz, 2006) and Psychological Well-Being Scale (Telef, 2013) were used as data collection tools. The data obtained were analysed using SPSS software. In the analysis of the data, independent samples t test, one-way analysis of variance (ANOVA) test and Pearson Product Moment Correlation Coefficient techniques were used. According to the results of the research, teachers' perceptions of value management in schools are at a high level. The opinions of male teachers about value management in schools were found to be significantly higher than the opinions of female teachers. The value management perceptions of teachers do not show a significant difference in terms of age, marital status, level of employment and length of service variables. The psychological well-being levels of teachers are high. There is no significant difference in the psychological well-being levels of teachers in terms of gender, age, marital status, level of employment and length of service variables. Results show that there is a moderately significant relationship between value management practices and teachers' psychological well-being. As school administrators' value management practices in schools increase, teachers' psychological well-being levels also increase.