The relationship between informal relations at schools and the private well-being of educators

The aim of the study is to determine the relationship between informal relations in schools and the subjective well-being of educators. The universe of the research consists of educators working in 669 public schools in the districts of Atakum, İlkadım, Canik, Bafra and Alaçam in Samsun province in the 2022-2023 academic year. The sample was determined by cluster-non-random sampling method. Among the 12005 educators in the population of the research, 614 people form the sample. Relational survey model, one of the quantitative research methods, was used in the research. "Informal Relationship Scale in Schools", "Teachers' Subjective Well-Being Scale" and "Personal Information Form" were used as data collection tools. In the research findings, frequency and percentage values related to the demographic structure of teachers and administrators are given. The descriptive statistics values for the sub-dimensions of the scales used are stated. Independent Group t-Test, One-Way Analysis of Variance (ANOVA) was used to analyze the data. SPSS (PASW Statistics 14) package program was used in the analysis. The level of significance in the study was accepted as .05. According to the results of the analysis, the informal relations of the educators in the schools are at a moderate level, and their subjective well-being is at a good level. While there is no significant difference in the informal relations of educators according to marital status, seniority, location of the school, branch and the number of teachers in the school; a significant difference in the "in-house" sub-dimension according to gender in favor of men; It was determined that there was a significant difference in favor of school administrators according to the task. While there was no significant difference in the subjective well-being of educators in terms of gender, branch, and the number of teachers in the school, in favor of married people in the sub-dimension of "school engagement" according to marital status; in favor of school administrators according to the task; in favor of those with a seniority of 21 years or more in both sub-dimensions of subjective well-being according to seniority; In the "school engagement" sub-dimension, it was determined that there was a significant difference in favor of the educators working in the schools in the city according to the settlement where the school is located. It has been concluded that the relationship between the informal relationships of the educators and their subjective well-being is positively significant, and that informal relationships are a significant predictor of subjective well-being.