Investigations of teachers' perceptions of the quality of life and student resistance behavior in their schools

Schools are institutions that guide our future. If a happy and peaceful atmosphere affects a person in a positive way, a happy school environment will also affect students and teachers in the same way. Negative types of movements, which are called resistance behaviors and are exhibited by students, can disrupt this positive environment. From this point of view, it was aimed to investigate the perceptions of teachers working in secondary schools in central districts of Adana province about the quality of life in schools and the resistance behaviors of students. The research is a descriptive study using quantitative data collection methods in the survey model. The universe of the research is secondary school teachers working in the central districts of Adana. In the sample, 510 teachers working in 18 state secondary schools with different socio-economic levels (lower-middle-upper) in the central districts of Adana province during the academic year 2017-2018 are included. The "Quality of School Life Scale" developed by Sarı (2007) and "Student Resistance Behavior Scale" developed by Sarı (2018) were used in the research. The data were analyzed with the "SPSS 25" package program. Non - parametric tests were used because of the normal distribution of the data. In the analysis of the data, Mann Whitney-U test, Kruskal Wallis-H test and regression analysis were used together with descriptive statistics. As a result of the research, it is seen that the secondary school teachers in Adana perceive the school life quality moderately positively and they encounter student resistance behaviors in schools at a lower frequency. Teachers' perceptions of quality of school life were not significantly different according to gender, age, and graduated school type. In the examination made according to professional seniority, it was concluded that teachers who have a seniority of 10 years perceive school life quality more positively. In the analysis made at socio-economic level, it was found that the higher the socio-economic level of the school, the more the teachers perceive the quality of school life more positively. According to the teachers' perceptions, the frequency of encountering student resistance behaviors does not differ according to the branch and graduated school. While the frequency of encountering resistance behaviors did not show a significant difference according to the gender of the teacher, it was determined that male teachers had higher average in all dimensions and therefore they met with resistance behaviors more frequently. In addition, teachers with less than 10 years of seniority according to occupation seniority are more likely to encounter resistance behaviors; and as for socioeconomic level, it was determined that student resistance behaviors were frequent according to the perceptions of the teachers working at the lower socio-economic level. Negative significant correlations were found between teachers 'perceptions of quality of school life and students' resistance behavior perceptions. Furthermore, as a result of the regression analysis, it was determined that ÖDDÖ "Resistance to Teacher Authority" and "Constant Angry" dimensions were significant predictors of teachers' perceptions of quality of school life. In addition, it was seen that ÖDDÖ "Resistance to Teacher's Authority" and "Continuously Angered" dimensions account for 31.8% of the variance in OYKÖ scores significantly. Keywords: Quality of school life, resistance behaviors, undesirable behaviours, secondary school teachers.