The observing of the relationship between managerial style and organizational happiness in educational institutions

This study aims to explain the relationship between managerial style and organizational happiness in educational institutions. In the research, relational survey model was used. The research population consists of 584 teachers working in state pre-school, primary, secondary and high schools in Kula district of Manisa province in 2019-2020 academic years. The sample of the study consists of 362 teachers working in Kula district of Manisa. In the study, easily accessible sampling method was used. In this study, 'School Manager Working Style Determination Scale' developed by Yücel and Demirhan (2010) to determine the managerial style perception levels of teachers and 'Organizational Happiness Scale' which was originally developed by Demo and Paschoal (2013) and adapted to Turkish by Arslan and Polat (2018) to determine the level of organizational happiness of teachers were used. In the analysis of the data, percentage, arithmetic mean, frequency, standard deviation values were calculated; t-Test, one-way analysis of variance and Pearson Product-Moment Correlation Analysis were used. According to the results of the research, it is seen that teachers' managerial style perceptions were determined as a high level as a whole, without discriminating between job orientation and human orientation. In addition, it is concluded that the organizational happiness levels of teachers, which are the other variable of the research, were found to be high in terms of realizing positive emotions and potential, and low in terms of negative emotions. Another remarkable result of the research is that the average of the happiness scale of the graduate teachers in the negative emotion sub-dimension is significantly higher than the average of postgraduate teachers. This may give us a conclusion that higher education level positively affects teachers' happiness style. Or, considering the opposite, the decrease in the level of education may reveal negative emotions and cause the teachers' happiness level to decrease in educational organizations. However, it was concluded that there was no significant difference between teachers' organizational happiness levels in terms of gender, marital status, professional branch, age, working time in the same school and professional seniority variables. Also, it is seen that the opinions of teachers, the other variable of the research, regarding their managerial style perceptions did not make a significant difference in terms of gender, marital status, educational status, professional branch, age and professional seniority variables. Nevertheless, a low level of positive correlation was found between teachers' job orientation sub-dimension of perceived managerial style and working time in the same school. Finally, in the research, a moderate positive relationship was found between teachers' managerial style perceptions and their organizational happiness levels. In other words, teachers' perceptions of school management and organizational happiness levels have a connection with each other.