The relationship between school's structures and partipaticion and partipaticion request i̇n decision making of teachers

Today, many types and levels of schools use materials and human resources to train the human profile that our country needs. The administrative structure of schools is of great importance in the effective and efficient use of this material and human resources. This study was conducted to investigate the relationship between school's structures and participation in desicion making of teachers. Relational screening model was used as the research method. The study was carried out with 409 teachers who were selected by simple random sampling method from 2200 teachers working in public and private primary, secondary and high schools in Iğdır city center in 2018-2019 academic year. In order to obtain the data,"Personel Information Form", "Status of Teachers in Decision Making and Request Scale" and "Enabling School Structure Scale" were used. Validity, reliability, normality, Mann Whitney U, Kruskal Wallis-H and Spearman Rank Correlation tests were performed on the data. According to the findings of the research; teachers are more likely to participate in educational decisions in schools than in administrative decisions. At the same time, it was determined that teachers wanted to participate in educational decisions more than managerial decisions. Female teachers are more likely to participate in decisions made in schools than male teachers. They also want to participate in educational decisions more than male teachers. Teachers working in private schools are more likely to participate in decisions made at schools than teachers working in public schools, but there is no significant difference between their willingness to participate in decisions. There is no significant relationship between education level and the level of participation in school decisions. Teachers with associate degree who want to participate in decisions more than other teachers. Although there is no significant difference between the level of school participation and the level of decision making, teachers working in secondary schools want to participate in decisions more than teachers working in other schools. According to the findings of the study, there is a low positive relationship between the teachers' participation in the decision and only the variable of the number of teachers in the school. It was observed that there were weak negative relationships between participation in decisions and other personal characteristics. In addition, a very weak negative relationship was observed between the willingness to participate in decisions and the age, professional experience variables. Teachers state that the schools where they work show mostly enabling structure characteristics. No significant relationship was found between the school structure and gender and institution type variables. Teachers with a master's and bachelor's degree, according to associate degree graduates, find the bureaucracy in schools more prohibitive. Teachers working in high schools find bureaucracy in their schools more prohibitive than teachers working in secondary schools. Only a very negative correlation was found between the number of teachers at school and the school structure. A significant negative correlation was found between preventive structure and participation in educational and administrative decisions. A positive relationship was found between enabling structure and participation in educational and administrative decisions. Similarly, a positive relationship was found between the enabling structure and the willingness to participate in educational and administrative decisions.