Abstract:

The aim of this research is to study the impact of educational leadership behaviors of school managers on school happiness. The research was carried out in accordance with the relational scan model. The universe of research is the teachers who work in different types and stages in Istanbul or Üsküdar District in the Education Year 2020-2021. Of the randomly selected 20 schools, 419 teachers formed a sample. For the purpose of collecting data, the personal information form, the scale of teaching leadership behaviors and the scale of school happiness were used. The research found that school managers’ teaching leadership behaviors and teachers’ perception of school happiness were at a “high” level. Teachers' teaching leadership and school happiness perceptions do not make significant differences depending on gender, age and educational conditions. Teachers who work in the primary school have a higher perception of school happiness compared to teachers who work in the high school. Teachers who work in primary and secondary schools have higher educational leadership perceptions than teachers who work in high school. There has been a meaningful relationship between the teaching leadership behaviors of school managers and the perceptions of school happiness of teachers in a positive direction and a medium level. It has been found that the teaching leadership behaviors of school managers significantly influence school happiness. According to this, the teaching leadership behavior of school managers describes 19% of the total variation in school happiness of teachers. As school managers show or develop their teaching leadership behaviors in school practices, school happiness is also positively and significantly affected.

Keywords: