Sınıf Öğretmenlerinin Kontrol Düzeyleri ile İlkokul Öğrencilerinin Okul Mutluluğu Arasındaki İlişki

Abstract

In this study the relationship between classroom teachers' control levels and elementary school students' school happiness was examined. The research data were collected from 346 classroom teachers working in primary schools affiliated to the Ministry of National Education in the Etimesgut district of Ankara province in the 2022-2023 academic year and from 7079 students in these teachers' classrooms. In this study, in which the relational research method was used within the scope of the quantitative research approach, the control levels of classroom teachers were determined by the Beliefs on Discipline Inventory and the school happiness level of the students was determined by the School Happiness Scale for primary school children. As a result of the research, it was determined that the teachers generally adopted the interactionist (medium level control). Although the control levels of the teachers did not differ according to gender, education level, age groups, and grade levels, it was seen that the rate of men having an interventionist management approach was higher than that of women. It was concluded that as the level of education increases, the tendency to adopt interactionist and non-intrusive management style also increases. It is also noteworthy that the rates of interventionist and non-interventionist management approaches of young teachers are higher than the rates of other age groups in these categories. There was no significant relationship between teachers' control levels and students' happiness levels. On the other hand, a significant relationship was found between teachers' gender and students' happiness levels. Students of female teachers were found to be happier than students of male teachers.