Okul Yönetici Rolleri ile Öğrenci İyi Olma İlişkisinin Çeşitli Değişkenlere Göre Araştırma Bulgularının Değerlendirilmesi
Evaluation of the Research Findings of the Relationship between School Administrator Roles and Student Well-Being According to Various Variables

Summary/Abstract: The aim of this research is to examine the relationship between school administrator roles and student well-being according to various variables. The research was carried out with a mixed approach in which quantitative and qualitative patterns were used together. In this research, explanatory pattern, one of the mixed method patterns, was used. The study group of the research consists of Teachers working in Secondary Schools of Istanbul province and students aged 12 in the 2021-2022 academic year. The schools participating in the research were determined by stratified sampling method. In the study, the proportional stratified sampling method was used by selecting samples from each layer in equal proportion. In order to make stratification, the data of the ‘Mahallem Istanbul’ (2017) project conducted by the Faculty of Economics of Istanbul University were used. Accordingly, the application was made in a total of 6 schools located in the lower and upper socioeconomic level neighborhoods of Ataşehir, Beyoğlu and Beykoz Districts, where the socioeconomic difference is highest in Istanbul. A total of 589 people, including 38 teachers and 551 students, participated in the research. The ‘School Administrator Roles Scale’ was applied to the teachers in the schools determined in the research, and the ‘International Child WellBeing Scale’ was applied to the students of the same school. The study data were analyzed by t-test, ANOVA and regression analysis for independent groups using SPSS 21. According to the results of the study, the scores obtained by school administrators vary according to the socioeconomic level of the region where the school is located. The average school administrators in the upper socioeconomic level neighborhood are higher than the average school administrators in the lower socioeconomic level neighborhood. When the average scores of school administrators‘ roles are examined, it is seen that the highest score is ’providing information‘, then ’Decisional‘ and ’interpersonal role' scores, respectively. When student well-being scores are examined, there is a meaningful relationship between the school where the student is studying and the scores of your home and family, the things you have, the environment you live Decently, your life and the future. When the relationship between the ’School Administrator Roles scale’ and the ’International Child Well-Being scale' was examined, Dec.; There are statistically significant and negative relationships between the ’School Administrator Roles scale‘ ’interpersonal‘ sub-dimension and the ’International Child Well-being scale‘ ’self-feelings' dimension. Dec.1. There is a statistically significant and negative relationship between the 'School Administrator Roles scale' and the 'selffeelings' sub-dimension. Dec. 1. As the interpersonal role scores of school administrators increase, the scores of the students' feelings about themselves decelerate.

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