The relationship between favoritism behaviors and teachers' alienation levels in school administration

The purpose of this study is to determine whether there is a relationship between favoritism behaviors exhibited in school administration and teachers 'level of alienation from work and in what direction and in what direction this relationship affects teachers' level of alienation from work. The universe of the research conducted in the relational survey model consists of 209 primary schools in Siirt city center and Kurtalan, Baykan and Şirvan districts in the 2019-2020 academic year and 1393 teachers working in these primary schools. The sample of the study consists of 409 teachers selected using the stratified sampling method. "Favoritism Scale in School Management" and "Work Alienation Scale" were used in the study. Data in the study were analyzed using the SPSS package program. Descriptive statistics, independent samples t-test, one-way analysis of variance, correlation and regression analysis techniques were used to analyze the data. As a result of the research, it was determined that teachers' perceptions of favoritism behaviors in school administration and their level of alienation from work were generally low. It was determined that there were statistically significant differences in some of the independent variables used in the study of teachers' perceptions of favoritism and work alienation in school administration. In general, it was determined that there is a positive and moderately significant relationship between favoritism behaviors in school administration and teachers' job alienation levels. In addition, according to the perceptions of teachers, it was determined that there is a positive and moderately significant relationship between favoritism behaviors in school management and the sub-dimensions of empowerment, meaninglessness and self-alienation of job alienation. As a result of the regression analysis, it significantly predicts the general of job alienation and the sub-dimensions of empowerment, meaninglessness and self-alienation in the evaluation sub-dimension of favoritism in school management. In addition, the coordination sub-dimension of favoritism in school management significantly predicts the weakening sub-dimension of job alienation, while the planning sub-dimension significantly predicts the meaninglessness sub-dimension of job alienation. In general, it was concluded that the evaluation sub-dimension of favoritism in school administration significantly predicted the general and sub-dimensions of job alienation as a whole, and favoritism in school management explained 36% of the variance of job alienation.