The relationship between facilitative school structure and teachers' perception of professional equality

The purpose of this study is to examine the relationship between teachers' perceptions of facilitative school structure and professional equality. The population of the study consists of teachers working in Düzce province between 2022-2023. The sample of the study was determined by convenience sampling and the research was carried out by analyzing the data obtained from 300 teachers working at various levels. Relational survey model, one of the quantitative research models, was used in the study. Within the scope of the study, data were collected using the Facilitative School Structure Scale (FSS), the Professional Equity Scale (PEES) and a personal information form. SPSS 25.0 program was used to analyze the research data. Since the data obtained met the assumptions of normal distribution, t-test for independent groups, one-way ANOVA, Pearson correlation analysis and regression test were used in the parametric test group. According to the results of the analyses, it was seen that the gender variable did not differentiate in any sub-dimension of the perception of facilitative school structure and professional equality. According to the education level variable, there is a low-level significant difference only in the "evaluation" sub-dimension, which is the second sub-dimension of the perception of professional equality. When union membership status was analyzed, a low-level significant difference was found in both sub-dimensions of facilitative school structure. No difference was found in any sub-dimension of the perception of professional equality. Being a union member affects the perception of facilitative school structure. When the cadre type variable is examined, there is a low-level significant difference only in the fourth sub-dimension of the perception of professional equality scale, "branch" sub-dimension. According to the ANOVA test result showing the difference between the perception of facilitative school structure and professional equality with the school structure variable, there is a significant difference between the perception of professional equality. According to the professional seniority variable, teachers who have been working in the profession for many years have a higher perception of facilitative school structure and there is a significant difference in the "cooperation" sub-dimension of professional equity perception. According to the results of the research, the perception of professional equality is higher in schools with fewer teachers. When the ANOVA results showing the difference according to the managerial attitude of the school administrator were examined, a significant difference was found in all sub-dimensions of the facilitative school structure and perception of professional equality scales. The school principal's democratic management skills create a significant difference in facilitative school structure and perception of professional equality. According to the results of Pearson Correlation Analysis, a positive, statistically significant and moderate relationship was found between facilitative school structure and all sub-dimensions of perception of professional equity. There was a negative, statistically significant and moderate relationship between all sub-dimensions of professional equity perception and obstructive bureaucracy. According to the results of multiple regression analysis, a one-unit increase in facilitative school structure leads to a 10.947-unit increase in the perception of professional equity.