The role of organizational transparency in schools on school happiness

This study aims to examine the role of organizational transparency in schools on teachers' perceptions of school happiness. Designed within the correlational design, the study was conducted during the 2023–2024 academic year with teachers working in public schools in the province of Uşak, Türkiye. The study sample consisted of 416 teachers selected through convenience sampling. Data were collected using the School Transparency Scale and the School Organizational Happiness Scale. According to the results, teachers' perceptions of organizational transparency were generally high, particularly in the dimensions of participation in decision-making and accountability. Perceptions in the dimension of information flow were found to be very high. No significant differences were found in teachers' transparency perceptions based on gender, school level, years of professional experience, tenure at the same school, educational background, or number of teachers at the school. Teachers' perceptions of school happiness were generally high. However, when subdimensions were examined, perceptions were found to be moderate in the dimension of economic conditions, high in the dimensions of management processes and dedication, and very high in the dimensions of professional attitude and communication. Perceptions of school happiness did not significantly differ according to gender, professional experience, educational background, or tenure at the same school. However, significant differences were observed based on school level and number of teachers at the school. One of the most important findings of the study was the presence of a significant and high-level positive relationship between teachers' perceptions of organizational transparency and their perceptions of school happiness. Additionally, organizational transparency was found to be a significant predictor of school happiness. In order to enhance organizational transparency, teachers' participation in school decision-making processes can be increased, and administrative presentations focusing on accountability can be delivered to school stakeholders at regular intervals.