Investigation of the relation between subjective well being level of teachers and their perception about school climate and class management skills

The purpose of this study is to examine the relationship between teachers' subjective well-being levels, perceptions of school climate and classroom management skills, and their subjective well-being levels, perceptions of school climate and classroom management skills according to various variables. Correlational survey model was used in the research. The sample of the study consists of 394 teachers working in preschool, primary, secondary and secondary education institutions in Eskişehir province, Odunpazarı district. Research data were collected using the following scales: "Teachers Subjective Well-Being Scale", developed by Renshaw, Long and Cook (2015), adapted into Turkish by Ergün and Sezgin-Nartgün (2017); "Organizational Climate Scale" developed by Tarter and Hoy (1997), adapted into Turkish version by Yılmaz and Altınkurt (2013); "Classroom Management Skills Scale", developed by Yüksel (2013), re-adapted by Ergen (2016); and "Personal Information Form" in order to identify teachers' personal information. As a result of the research, it was determined that teachers' subjective well-being levels showed a significant difference according to the variables of gender, age, professional seniority, school type, tenure at the school and branch. It has been determined that teachers' perceptions of school climate show a significant difference according to gender and school type variables. It was determined that teachers' classroom management skills also showed a significant difference according to the variables of branch, school type, and tenure at school. As a result of this study, it was determined that there is a positive and significant relationship between teachers' subjective well-being levels and their perception of school climate. It was found that there is a positive and significant relationship between teachers' subjective well-being levels and their classroom management skills. It was determined that there is a positive and significant relationship between teachers' perceptions of school climate and their classroom management skills. In addition, it was concluded that subjective well-being and school climate variables significantly predicted teachers' classroom management skill scores together.