THE RELATIONSHIP BETWEEN MIDDLE SCHOOL TEACHERS’ PARTICIPATION IN SCHOOL DECISION-MAKING AND THEIR LEVELS OF SUBJECTIVE WELL-BEING

Abstract

The aim of this research is to determine middle school teachers’ opinions regarding their participation in school decision-making and its relationship with their subjective well-being levels, as well as to ascertain whether a significant correlation exists between these variables. The research was designed following a relational survey model. The study sample consisted of 405 teachers serving in public middle schools in the Esenyurt District of Istanbul during the 2019-2020 academic year. Data for the research were collected using a Personal Information Form, a Decision-Making Participation Scale, and a Teacher Subjective Well-Being Scale. Quantitative analysis methods were employed to evaluate the research data. The research findings indicate that teachers’ participation in school decision-making is “sometimes,” while their overall scores for subjective well-being are “frequent.” Moreover, a moderate, positive, and significant relationship between teachers’ participation in school decision-making and their levels of subjective well-being (r=0.554; p=0.000) has been established. It was also concluded that as teachers’ participation in decision-making increases, their subjective well-being shows a positive and significant rise. Additionally, teachers’ participation in school decision-making was found to explain 30.7% of the variation in their subjective well-being levels, predicting it in a positive and significant manner (R2=0.307; p=0.000).