Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2023, Cilt: 5 Sayı: 1, 39 - 63, 25.06.2023
https://doi.org/10.48166/ejaes.1285223

Öz

Destekleyen Kurum

yok

Proje Numarası

yok

Kaynakça

  • Arar, K. & Oplatka, I. (2018). Emotion display and suppression among Arab and Jewish assistant principals in Israel: The key role of culture, gender and ethnicity. Journal of Professional Capital and Community, 3(3), 173–191. https://doi.org/10.1108/JPCC-12-2017-0030.
  • Arar, K. (2017). Emotional expression at different managerial career stages: Female principals in Arab schools in Israel. Educational Management Administration & Leadership 45(6), 929–943. https://doi.org/10.1177/1741143216636114
  • Argon, T. (2015). Öğretmenlerin sahip oldukları duygu durumlarını okul yöneticilerinin dikkate alıp almamalarına ilişkin görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 377-404. https://dergipark.org.tr/tr/pub/aibuefd/issue/1514/18435
  • Aziri, B. (2011). Job satisfaction: A literature review. Management Research and Practıce, 3(4), 77-86. https://mrp.ase.ro/no34/f7.pdf
  • Bakotic, D. (2016). Relationship between job satisfaction and organizational performance. Economic Research, 29(1), 118–130. http://dx.doi.org/10.1080/1331677X.2016.1163946
  • Balcı, A. (1983). İş doyumu ve eğitim yönetimine uygulanması. Ankara Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 575-586.
  • Başol, O. & Çömlekçi, M. F. (2020). İş tatmini ölçeğinin uyarlanması: Geçerlik ve güvenirlik çalışması. Kırklareli Üniversitesi Sosyal Bilimler Meslek Yüksekokulu Dergisi, 1(2), 16-29. https://dergipark.org.tr/en/download/article-file/1442601
  • Berkovich, I. & Eyal, O. (2015). Educational leaders and emotions : An International Review of Empirical Evidence 1992–2012. Review of Educational Research, 85(1), 129–167. https://doi.org/10.3102/0034654314550
  • Brennan, J. & Mac Ruairc, G. (2011). Taking it personally: Examining patterns of emotional practice in leading primary schools in the republic of Ireland. International Journal of Leadership in Education, 14(2), 129–150. http://dx.doi.org/10.1080/13603124.2010.536261
  • Brewer, E. W. & Kuhn, J. (2010). Encyclopedia of research design. Thousand Oaks, Sage Publication. https://doi.org/10.4135/9781412961288. https://methods.sagepub.com/reference/encyc-of-research-design/n42.xml
  • Bush, T. (2018). Preparation and induction for school principals: Global perspectives. Management in Education, 32(2), 66–71. https://nottingham-repository.worktribe.com/index.php/preview/921224/MiE%20PREPARATION%20AND%20INDUCTION%20PAPER%202017.pdf
  • Bush, T. (2021). Assessing successful school leadership: What do we know? Educational Management Administration & Leadership, 49(5), 687-689 https://doi.org/10.1177/174114322110346
  • Can, H. Aşan Azizoğlu, Ö. & Aydın, E. M. (2015). Örgütsel davranış. Siyasal Kitabevi.
  • Chen, J. & Guo, W. (2020). Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership. Educational Management Administration & Leadership, 48(1), 82–105. https://doi.org/10.1177/1741143218781066
  • Chen, J. & Walker, A. (2023). Emotional trajectory at different career stages of principalship: A perspective from excellent principals. Educational Management Administration & Leadership, 51(2), 384–404. https://doi.org/10.1177/1741143220985300
  • Chen, J. (2020). Development and validation of the Principal Emotion Inventory: A mixed-methods approach, Educational Management Administration & Leadership 1–18. http://dx.doi.org/10.1177/1741143220919764
  • Cheng, T. Chen, J. & Bryant, D. A. (2021). Teacher Leaders’ Emotions Mirror Teacher Professionalism via Collegial Trust. Asya-Pasifik Edu Res 30, 361–373. https://doi.org/10.1007/s40299-021-00551-3
  • Cherrington, D. J. (1994). Organizational behavior the management of individual and organizational performance (2nd Ed.). Allyn and Bacon Publishing.
  • Coomber, B. ve Barriball, K. L. (2007). Impact of job satisfaction components on intent to leave and turnover for hospital-based nurses: A review of the research literature. International Journal of Nursing Studies, 44(2), 297–314. http://dx.doi.org/10.1016/j.ijnurstu.2006.02.004
  • Crawford, M. (2018). Personal engagement, emotion and the educational workplace. Journal of Professional Capital and Community, 3(3), 223–240. https://doi.org/10.1108/JPCC-12-2017-0032
  • Çakmak, N. (2019). Okul yöneticilerinin iş doyum düzeyleri ile değişim eğilimleri arasındaki ilişki. (Publication No. 582890) [The relationship between the level of school administrators job satisfaction and their change inclinations] [Master's thesis, Ondokuz Mayıs University]. https://acikbilim.yok.gov.tr/handle/20.500.12812/673643
  • Darmody, M. & Smyth, E. (2016). Primary school principals' job satisfaction and occupational stress. International Journal of Educational Management, 30(1), 115-128. https://doi.org/10.1108/IJEM-12-2014-0162
  • De Nobile, J. J. & McCormick, J. (2010). Occupational stress of Catholic primary school staff: A study of biographical differences. International Journal of Educational Management 24(6), 492–506. http://dx.doi.org/10.1108/09513541011067674
  • Dude, D. J. (2012). Organizational commitment of principals: The effects of job autonomy, empowerment, and distributive justice. http://ir.uiowa.edu/cgi/viewcontent.cgi?article=3233%26context=etd
  • Eckman, E. W. (2004). Similarities and differences in role conflict, role commitment, and job satisfaction for female and male high school principals. Educational Administration Quarterly, 8(1), 1-26. http://dx.doi.org/10.1177/0013161X03257835
  • Edwards, K. (1990). The interplay of affect and cognition in attitude formation and change. Journal of Personality and Social Psychology, 59(2), 202–216. https://doi.org/10.1037/0022-3514.59.2.202 Eğriboyun, D. (2015). Ortaöğretim okullarında görev yapan yönetici ve öğretmenlerin liderlik uygulamaları ve iş doyumu algıları arasındaki ilişki. Gaziantep University Journal of Social Sciences, 14(1), 241-275. https://dergipark.org.tr/tr/download/article-file/223162
  • Erkol, H. (2021). İlköğretim ve ortaöğretim okul yöneticilerinin duygu yönetimi düzeyleri ve kültürel değerlerin duygu yönetimine etkisi (Publication No. 669871) [The emotion management levels of primary and secondary school principals and the effect of cultural values on emotion management]. [Doctoral dissertation, Ankara University]. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Fischer, A. H. & Manstead, A. S. R. (2008). Social functions of emotion. In M. Lewis, J. M. Haviland-Jones, & L. F. Barrett (Eds.), Handbook of emotions (pp. 456–468). The Guilford Press.
  • Hafsa, A. (2015). Emotional intelligence and job satisfaction among university teachers. Journal of Research in Educational Science, 7(8), 5–11. https://esciencepress.net/journals/index.php/IJES/article/download/1147/564
  • Hauseman, C. (2021). Strategies secondary school principals use to manage their emotions. Leadership and Policy in Schools, 20(4), 630-649, https://doi.org/10.1080/15700763.2020.1734211
  • Heffernan, A. MacDonald, K. & Longmuir, F. (2022). The emotional intensity of educational leadership: a scoping review. International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2022.2042856
  • Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056–1080. https://doi.org/10.1111/0161-4681.00142
  • Hulin, C. L. & Judge, T. A. (2003). Job attitudes. In W. C. Borman, D. R. Ilgen, & R. J. Klimoski (Eds.), Handbook of psychology: Industrial and organizational psychology, 12, 255–276. John Wiley & Sons, Inc.
  • Izgar, H. (2008). Okul yöneticilerinde iş doyumu ve örgütsel bağlılık. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 25, 317-334.
  • Jansen, J. D. (2006). Leading against the grain: the politics and emotions of leading for social justice in South Africa. Leadership and Policy in Schools 5(1), 37–51. https://doi.org/10.1080/15700760500484027
  • Kadının Statüsü Genel Müdürlüğü (2021). Türkiye’de kadın. Ankara: Aile ve Sosyal Politikalar Bakanlığı. https://www.aile.gov.tr/media/67948/turkiyede-kadin-20-02-2021.pdf
  • Kandaz, U. (2018). Eğitim kurumlarında görev yapan yöneticilerin liderlik özellikleri ile duygusal zekâ arasındaki ilişkinin incelenmesi (Publication No. 516090) [Investigation of the relationship between leadership characteristics and emotional intellience of administrators working at educational intitutions]. [Master's thesis, Avrasya University]. https://acikbilim.yok.gov.tr/handle/20.500.12812/137334
  • Keefer, P. A. (2007). Job satisfaction in union and nonunion public schools and its effect on academic achievement. Unpublished Dissertation, University of Phoenix.
  • Kılıç, Ö. S. (2011). İlköğretim okullarında görev yapan okul müdürü ve öğretmenlerin iş doyumu. (Publication No. 280630)[ The perception of the teachers who work in primary school concerning job satisfaction] [Master's thesis, Selçuk University,]. https://acikbilim.yok.gov.tr/handle/20.500.12812/438324
  • Koçak, R. & Eves, S. (2010). Okul yöneticilerinin iş doyumları ile problem çözme becerileri arasındaki ilişki. Uluslararası İnsan Bilimleri Dergisi, 7(1), 193-212.
  • Liu, Y. & Bellibaş, M. Ş. (2018). School factors that are related to school principals’ job satisfaction and organizational commitment. International Journal of Educational Research, 90, 1-19, https://doi.org/10.1016/j.ijer.2018.04.002
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  • Maxwell, A. & Riley P. (2017). Emotional demands, emotional labour and occupational outcomes in school principals: Modelling the relationships. Educational Management Administration & Leadership, 45(3), 484–502. https://doi.org/10.1177/1741143215607878
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POKER FACE TO BYE BYE IN SCHOOLS: THE EFFECT OF SCHOOL ADMINISTRATORS' EMOTIONS ON JOB SATISFACTION

Yıl 2023, Cilt: 5 Sayı: 1, 39 - 63, 25.06.2023
https://doi.org/10.48166/ejaes.1285223

Öz

This study investigates the effect of school administrators’ emotions of enjoyment, pride, frustration, hopelessness and anxiety about their work and school on job satisfaction. 307 school administrators working in public schools in Turkey participated in the research. In the research, causal comparative and correlational survey model, which are among the quantitative research methods, were used. The data of the study were collected using the "Principal Emotion Inventory" and "Job Satisfaction Scale". Descriptive and evident-based statistics techniques were used in the analysis of the data. As a result of the research, it was determined that the job satisfaction levels of the school principals were higher, as their levels of the pleasant emotions of enjoyment and pride, were higher than their unpleasant emotions of frustration, hopelessness and anxiety. While gender, work and level did not make a significant difference in the job satisfaction levels of school administrators, the pride levels of female school administrators were higher than that of male school administrators. In addition, principals' emotions of anxiety were determined more than vice principals. Suggestions have been developed for practitioners and other researchers considering the results and limitations of the research.

Proje Numarası

yok

Kaynakça

  • Arar, K. & Oplatka, I. (2018). Emotion display and suppression among Arab and Jewish assistant principals in Israel: The key role of culture, gender and ethnicity. Journal of Professional Capital and Community, 3(3), 173–191. https://doi.org/10.1108/JPCC-12-2017-0030.
  • Arar, K. (2017). Emotional expression at different managerial career stages: Female principals in Arab schools in Israel. Educational Management Administration & Leadership 45(6), 929–943. https://doi.org/10.1177/1741143216636114
  • Argon, T. (2015). Öğretmenlerin sahip oldukları duygu durumlarını okul yöneticilerinin dikkate alıp almamalarına ilişkin görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 377-404. https://dergipark.org.tr/tr/pub/aibuefd/issue/1514/18435
  • Aziri, B. (2011). Job satisfaction: A literature review. Management Research and Practıce, 3(4), 77-86. https://mrp.ase.ro/no34/f7.pdf
  • Bakotic, D. (2016). Relationship between job satisfaction and organizational performance. Economic Research, 29(1), 118–130. http://dx.doi.org/10.1080/1331677X.2016.1163946
  • Balcı, A. (1983). İş doyumu ve eğitim yönetimine uygulanması. Ankara Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 575-586.
  • Başol, O. & Çömlekçi, M. F. (2020). İş tatmini ölçeğinin uyarlanması: Geçerlik ve güvenirlik çalışması. Kırklareli Üniversitesi Sosyal Bilimler Meslek Yüksekokulu Dergisi, 1(2), 16-29. https://dergipark.org.tr/en/download/article-file/1442601
  • Berkovich, I. & Eyal, O. (2015). Educational leaders and emotions : An International Review of Empirical Evidence 1992–2012. Review of Educational Research, 85(1), 129–167. https://doi.org/10.3102/0034654314550
  • Brennan, J. & Mac Ruairc, G. (2011). Taking it personally: Examining patterns of emotional practice in leading primary schools in the republic of Ireland. International Journal of Leadership in Education, 14(2), 129–150. http://dx.doi.org/10.1080/13603124.2010.536261
  • Brewer, E. W. & Kuhn, J. (2010). Encyclopedia of research design. Thousand Oaks, Sage Publication. https://doi.org/10.4135/9781412961288. https://methods.sagepub.com/reference/encyc-of-research-design/n42.xml
  • Bush, T. (2018). Preparation and induction for school principals: Global perspectives. Management in Education, 32(2), 66–71. https://nottingham-repository.worktribe.com/index.php/preview/921224/MiE%20PREPARATION%20AND%20INDUCTION%20PAPER%202017.pdf
  • Bush, T. (2021). Assessing successful school leadership: What do we know? Educational Management Administration & Leadership, 49(5), 687-689 https://doi.org/10.1177/174114322110346
  • Can, H. Aşan Azizoğlu, Ö. & Aydın, E. M. (2015). Örgütsel davranış. Siyasal Kitabevi.
  • Chen, J. & Guo, W. (2020). Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership. Educational Management Administration & Leadership, 48(1), 82–105. https://doi.org/10.1177/1741143218781066
  • Chen, J. & Walker, A. (2023). Emotional trajectory at different career stages of principalship: A perspective from excellent principals. Educational Management Administration & Leadership, 51(2), 384–404. https://doi.org/10.1177/1741143220985300
  • Chen, J. (2020). Development and validation of the Principal Emotion Inventory: A mixed-methods approach, Educational Management Administration & Leadership 1–18. http://dx.doi.org/10.1177/1741143220919764
  • Cheng, T. Chen, J. & Bryant, D. A. (2021). Teacher Leaders’ Emotions Mirror Teacher Professionalism via Collegial Trust. Asya-Pasifik Edu Res 30, 361–373. https://doi.org/10.1007/s40299-021-00551-3
  • Cherrington, D. J. (1994). Organizational behavior the management of individual and organizational performance (2nd Ed.). Allyn and Bacon Publishing.
  • Coomber, B. ve Barriball, K. L. (2007). Impact of job satisfaction components on intent to leave and turnover for hospital-based nurses: A review of the research literature. International Journal of Nursing Studies, 44(2), 297–314. http://dx.doi.org/10.1016/j.ijnurstu.2006.02.004
  • Crawford, M. (2018). Personal engagement, emotion and the educational workplace. Journal of Professional Capital and Community, 3(3), 223–240. https://doi.org/10.1108/JPCC-12-2017-0032
  • Çakmak, N. (2019). Okul yöneticilerinin iş doyum düzeyleri ile değişim eğilimleri arasındaki ilişki. (Publication No. 582890) [The relationship between the level of school administrators job satisfaction and their change inclinations] [Master's thesis, Ondokuz Mayıs University]. https://acikbilim.yok.gov.tr/handle/20.500.12812/673643
  • Darmody, M. & Smyth, E. (2016). Primary school principals' job satisfaction and occupational stress. International Journal of Educational Management, 30(1), 115-128. https://doi.org/10.1108/IJEM-12-2014-0162
  • De Nobile, J. J. & McCormick, J. (2010). Occupational stress of Catholic primary school staff: A study of biographical differences. International Journal of Educational Management 24(6), 492–506. http://dx.doi.org/10.1108/09513541011067674
  • Dude, D. J. (2012). Organizational commitment of principals: The effects of job autonomy, empowerment, and distributive justice. http://ir.uiowa.edu/cgi/viewcontent.cgi?article=3233%26context=etd
  • Eckman, E. W. (2004). Similarities and differences in role conflict, role commitment, and job satisfaction for female and male high school principals. Educational Administration Quarterly, 8(1), 1-26. http://dx.doi.org/10.1177/0013161X03257835
  • Edwards, K. (1990). The interplay of affect and cognition in attitude formation and change. Journal of Personality and Social Psychology, 59(2), 202–216. https://doi.org/10.1037/0022-3514.59.2.202 Eğriboyun, D. (2015). Ortaöğretim okullarında görev yapan yönetici ve öğretmenlerin liderlik uygulamaları ve iş doyumu algıları arasındaki ilişki. Gaziantep University Journal of Social Sciences, 14(1), 241-275. https://dergipark.org.tr/tr/download/article-file/223162
  • Erkol, H. (2021). İlköğretim ve ortaöğretim okul yöneticilerinin duygu yönetimi düzeyleri ve kültürel değerlerin duygu yönetimine etkisi (Publication No. 669871) [The emotion management levels of primary and secondary school principals and the effect of cultural values on emotion management]. [Doctoral dissertation, Ankara University]. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Fischer, A. H. & Manstead, A. S. R. (2008). Social functions of emotion. In M. Lewis, J. M. Haviland-Jones, & L. F. Barrett (Eds.), Handbook of emotions (pp. 456–468). The Guilford Press.
  • Hafsa, A. (2015). Emotional intelligence and job satisfaction among university teachers. Journal of Research in Educational Science, 7(8), 5–11. https://esciencepress.net/journals/index.php/IJES/article/download/1147/564
  • Hauseman, C. (2021). Strategies secondary school principals use to manage their emotions. Leadership and Policy in Schools, 20(4), 630-649, https://doi.org/10.1080/15700763.2020.1734211
  • Heffernan, A. MacDonald, K. & Longmuir, F. (2022). The emotional intensity of educational leadership: a scoping review. International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2022.2042856
  • Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056–1080. https://doi.org/10.1111/0161-4681.00142
  • Hulin, C. L. & Judge, T. A. (2003). Job attitudes. In W. C. Borman, D. R. Ilgen, & R. J. Klimoski (Eds.), Handbook of psychology: Industrial and organizational psychology, 12, 255–276. John Wiley & Sons, Inc.
  • Izgar, H. (2008). Okul yöneticilerinde iş doyumu ve örgütsel bağlılık. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 25, 317-334.
  • Jansen, J. D. (2006). Leading against the grain: the politics and emotions of leading for social justice in South Africa. Leadership and Policy in Schools 5(1), 37–51. https://doi.org/10.1080/15700760500484027
  • Kadının Statüsü Genel Müdürlüğü (2021). Türkiye’de kadın. Ankara: Aile ve Sosyal Politikalar Bakanlığı. https://www.aile.gov.tr/media/67948/turkiyede-kadin-20-02-2021.pdf
  • Kandaz, U. (2018). Eğitim kurumlarında görev yapan yöneticilerin liderlik özellikleri ile duygusal zekâ arasındaki ilişkinin incelenmesi (Publication No. 516090) [Investigation of the relationship between leadership characteristics and emotional intellience of administrators working at educational intitutions]. [Master's thesis, Avrasya University]. https://acikbilim.yok.gov.tr/handle/20.500.12812/137334
  • Keefer, P. A. (2007). Job satisfaction in union and nonunion public schools and its effect on academic achievement. Unpublished Dissertation, University of Phoenix.
  • Kılıç, Ö. S. (2011). İlköğretim okullarında görev yapan okul müdürü ve öğretmenlerin iş doyumu. (Publication No. 280630)[ The perception of the teachers who work in primary school concerning job satisfaction] [Master's thesis, Selçuk University,]. https://acikbilim.yok.gov.tr/handle/20.500.12812/438324
  • Koçak, R. & Eves, S. (2010). Okul yöneticilerinin iş doyumları ile problem çözme becerileri arasındaki ilişki. Uluslararası İnsan Bilimleri Dergisi, 7(1), 193-212.
  • Liu, Y. & Bellibaş, M. Ş. (2018). School factors that are related to school principals’ job satisfaction and organizational commitment. International Journal of Educational Research, 90, 1-19, https://doi.org/10.1016/j.ijer.2018.04.002
  • Locke, E. A. (1970). Job satisfaction and job performance: A theoretical analysis. Organizational Behavior ve Human Performance, 5(5), 484-500.
  • Lu, H. While, A. E. & Barriball, K. L. (2005). Job satisfaction among nurses: A literature review. International Journal of Nursing Studies, 42(2), 211–227. https://doi.org/10.1016/j.ijnurstu.2004.09.003
  • Maxwell, A. & Riley P. (2017). Emotional demands, emotional labour and occupational outcomes in school principals: Modelling the relationships. Educational Management Administration & Leadership, 45(3), 484–502. https://doi.org/10.1177/1741143215607878
  • Moorman, R. H. (1993). The influence of cognitive and affective based job satisfaction measures on the relationship between satisfaction and organizational citizenship behavior. Hum. Relat. 46, 759–776. https://doi.org/10.1177/001872679304600604
  • Negiz, N. & Yemen, A. (2011). Kamu örgütlerinde kadın yöneticiler: yönetici ve çalışan açısından yönetimde kadın sorunsalı. SDÜ Fen Edebiyat Fakültesi Sosyal Bilimler Dergisi, 24, 195-214. https://dergipark.org.tr/tr/download/article-file/117883
  • Oplatka, I. (2017). Empathy regulation among Israeli school principals: Expression and suppression of majör emotions in educational leadership. Journal of School Leadership 27(1), 94–118. https://doi.org/10.1177/105268461702700104
  • Park, V. & Datnow, A. (2022). Principals’ emotions in school improvement: the role of people, practices, policies, and patterns. School Leadership & Management, 42(3), 256-274. https://doi.org/10.1080/13632434.2022.2071863
  • Robbins, S. P. & Judge, T. A. (2013). Örgütsel davranış (14. Basımdan Çeviri). Nobel akademik yayıncılık ve eğitim danışmanlık.
  • Saari, L. M. & Judge, T. A. (2004). Employee attitudes and job satisfaction. Human Resource Management, 43(4), 395–407. https://doi.org/10.1002/hrm.20032
  • Saiti, A. & Fassoulis, K. (2012). Job satisfaction: factor analysis of Greek primary school principals' perceptions. International Journal of Educational Management, 26(4), 370-380. https://doi.org/10.1108/09513541211227773
  • Schneider, B. & Snyder, R. A. (1975). Some relationships between job satisfaction and organization climate. Journal of Applied Psychology, 60(3), 318–328. https://doi.org/10.1037/h0076756
  • Schutz, P. A, Hong, J. Y, Cross, D. I, & Osbon, J. N. (2006). Reflections on investigating emotion in educational activity settings. Educational Psychology Review, 18(4), 343–360. http://dx.doi.org/10.1007/s10648-006-9030-3
  • Schutz, P. A. & H. A. Davis (2000) Emotions and self-regulation during test taking. Educational Psychologist, 35, 243–256. http://dx.doi.org/10.1207/S15326985EP3504_03
  • Seçer, H. Ş. (2010). Çalışma yaşamında duygular ve duygusal emek: sosyoloji, psikoloji ve örgüt teorisi açısından bir değerlendirme. Journal Of Social Policy Conferences, 0(50) , 813-834. https://dergipark.org.tr/tr/pub/iusskd/issue/891/9938
  • Spector, P. E. (1997). Job satisfaction: Application, assessment, causes, and consequences. Thousand Oaks, CA: SAGE.
  • Spector, P. E. & Fox, S. (2002). An emotion-centered model of voluntary work behavior: Some parallels between counterproductive work behavior and organizational citizenship behavior. Human Resource Management Review, 12(2), 269–292. https://doi.org/10.1016/S1053-4822(02)00049-9
  • Suriansyah, A. & Aslamiah, (2018). Teacher’s job satisfaction on elementary school: relation to learning environment. The Open Psychology Journal, 11, 123-130. http://dx.doi.org/10.2174/1874350101811010123
  • Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
  • Weiss, H. M. & Cropanzano, R. (1996). Affective Events Theory: A theoretical discussion of the structure, causes and consequences of affective experiences at work. https://www.researchgate.net/publication/228079335_Affective_Events_Theory_A_Theoretical_Discussion_of_The_Structure_Cause_and_Consequences_of_Affective_Experiences_at_Work
  • Winter, E. (2018). Akıllı hissetmek duygularımız neden düşündüğümüzden daha rasyoneldir? İstanbul Bilgi Üniversitesi Yayınları.
  • Yıldız, S. Doğan, S. & Katıtaş, S. (2023). Okul Yöneticileri Duygu Envanteri: Türk kültürüne uyarlama, geçerlik ve güvenirlik çalışması. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 352-368. https://doi.org/10.33711/yyuefd.1242765
  • Yılmaz, Z. & Murat, M. (2008). İlköğretim okulu yöneticilerinin iş doyumları ile örgütsel stres kaynakları arasındaki ilişki. Fırat Üniversitesi Sosyal Bilimler Dergisi, 18(2), 203-222.
  • Zembylas, M. (2021). The affective turn in educational theory. In Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1272
Toplam 64 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Sevgi Yıldız 0000-0003-1116-7896

Proje Numarası yok
Erken Görünüm Tarihi 21 Haziran 2023
Yayımlanma Tarihi 25 Haziran 2023
Gönderilme Tarihi 18 Nisan 2023
Kabul Tarihi 31 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 1

Kaynak Göster

APA Yıldız, S. (2023). POKER FACE TO BYE BYE IN SCHOOLS: THE EFFECT OF SCHOOL ADMINISTRATORS’ EMOTIONS ON JOB SATISFACTION. Journal of Advanced Education Studies, 5(1), 39-63. https://doi.org/10.48166/ejaes.1285223

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