The relationship between school administrators to diversity manegament and teachers' levels of compliance with psychological contract

The aim of this study is to reveal the relationship between teachers' levels of compliance wtih psychological contract and the ability of school administrators to diversity manegamnent. For this purpose, a Likert type scale was applied to 417 teachers chosen by suitable sampling method among 8713 teachers in Afyonkarahisar Central District in 2018-2019 academic year. The data were collected with the 'management of differences' scale and the 'adaptation to psychological contract' scale. "T test" was used to designate whether the relationship between the school administrations' ability to manage differences and psychological agreements differs significantly from the gender point of view. ANOVA was used to specify whether the relationship between the school administrations' ability to manage differences and the teachers' psychological contract levels was significant in terms of vocational seniority, graduation status, numbers of teachers in the school, working time in the same school and school level variables. The Pearson moment product correlation was used to determine whether there was a significant relationship between the school administrators' ability to manage differences and teachers' psychological contract. According to the results of the study, teachers' perception related to the school administrators' ability to diversity manegament seems to be too high. According to the research, by the teachers' genders, seniorities, graduation status, numbers of teachers in the school, working time in the same school; any significient difference is not found between the perceptions of the school administrations' ability to diversity management. There is significiant differentiation in teachers' perception which is in recognize differences sub-dimension of school administrations' ability to diversity management according to the school level. It is of medium level teachers' adhere to the psychological agreement. Teachers' level of compliance with psychological agreement varies by their genders, seniorities, graduations, level of the school that they work, numbers of teachers in the school they work and working time in the same school. There is medium level relationship between the school administrations' ability to diversity management and teachers' psychological agreements. According to the research again, it predicts skills for managing differences, teachers' adhere to the psychological contract. Key Words: Diversity, Diversity Manegament, Psychological Contract, Teachers