The relationship between school administrators' self-esteem perceptions and psychological well-being

In this research, it is aimed to describe the relationship between the perceptions of self-steem of school administrators and their psychological well-being. In this direction, it is aimed to reveal the effects of self-esteem levels of school administrators, who undertake important tasks in making the school system successful, on their psychological well-being. The research is designed from the relational screening model. The universe of the research consists of 1232 school administrators working in public kindergarten, primary and secondary education in the provinces of Mardin Artuklu, Midyat, Ömerli, Savur, Derik, Mazıdağı, Kızıltepe, Nusaybin, Yeşilli and Dargeçit in the 2019-2020 academic year. The sample of the study consists of a total of 455 participants, including 191 school principals, 23 chief vice principals and 241 vice principals, using the simple random sampling technique, one of the random sampling methods." Rosenberg Self-Estem Scale" and "Perma Well-Being Scale" is used in the research. In the research, the data is analyzed using the SPSS package program. While examining the relationship between the self-esteem perceptions and psychological well-being of the school administrators participating in the research, the variables related to the participants' years of service, branch, duration of administration, type of school, marital status, gender and administrative duties are discussed. In the analysis of the data, descriptive statistics such as arithmetic mean and standard deviation, t-test, ANOVA (one-way analysis of variance), Pearson Correlation and Regression analysis techniques are used. As a result of the research, it is determined that the school administrators' self-esteem levels and psychological well-being levels are moderate. It has been determined that there are statistically significant differences in the self-esteem perceptions of the school administrators participating in the research and their perceptions of their psychological well-being in some of the independent variables used in the research. There is a positive and low correlation between school administrators' self-esteem and positive emotions, which is a sub-factor of psychological well-being; positive emotional states, which are psychological well-being sub-factors, and loneliness and negative emotions sub-dimensions are positive and moderate; It has been determined that there is a positive and highly significant relationship between the sub-dimensions of feeling of being healthy, success, meaning, positive relationships, and attachment. Self-esteem perceptions of school administrators are positive and significant predictors of meaning, loneliness, positive emotions and negative emotions, which are sub-factors of psychological well-being scale.