The investigation of emotion management behaviors of high school principals

The general purpose of this research is examining the emotional management behaviours of the principals working in official high schools in terms of management processes in the direction of teacher opinions. In line with this general purpose, the feeling degree of positive and negative emotions in the institutions where the teachers were working and the emotional management behaviours of the principals in the management processes sub-dimensions were questioned. The survey model was used in the study. Scale data were collected from 553 teachers working in high schools in the provinces of Istanbul, Avcılar, Basaksehir, Fatih and Esenler in 2017-2018 Education Year by applying a questionnaire. The first part of the questionnaire used in the research constitutes the demographic variables, the second part constitutes the "The Scale of Positive and Negative Emotion" developed by Watson, Clark and Tellegen (1998) and the third part constitutes the "The Scale of Managers' Emotion Management Behaviours in Terms of Management Processes" developed by Çoruk (2012). Frequency, percentage distribution, mean, standard deviation, t-test, Pearson coefficient of correlation and one-factor variance analysis were used in the analysis of the obtained data. The following results were obtained in the study: (1) Teachers feel positive emotions at the level of "frequent" (2) and negative emotions at the level of "low" in the schools they are working. (3) While the teachers' positive and negative emotions don't differ significantly according to gender and branch variables; it was found that the frequency of feeling positive emotions of 21 years and over seniority teachers is statistically significantly higher than the positive emotions of teachers with 16-20 years of seniority. The frequency of positive emotions of the teachers working in the schools in 2/4 service area is higher than the frequency of positive emotions of the teachers working in the schools in 2/5 service area; and the frequency of negative emotions of the teachers working in the schools in 2/4 service area is lower than the frequency of negative emotions of the teachers working in the schools in 2/5 service area. (4) There was a significant, negative and moderate relationship between the frequency of teachers' feelings of positive and negative emotions. (5) In terms of management processes, teachers evaluated principals' emotion management behaviours both in general and (6) in the sub-dimensions of management processes with "partially agree" level. (7) While there was no statistically significant difference in principals' emotional management behaviour levels in sub-dimensions of management processes in terms of gender, branch and seniority variables according to teachers' opinions; it was seen that the opinions of the teachers working in the 2/4 service area were more positive in the planning, communication, coordination and evaluation sub-dimensions when the service area of the school was examined on the basis of variable. Finally, (8) a significant, positive direction and moderate relationship between the decision-making and evaluation processes from the sub-dimensions of management processes and a meaningful, positive direction and high level of relationship between other management processes were found.