POKER FACE TO BYE BYE IN SCHOOLS: THE EFFECT OF SCHOOL ADMINISTRATORS' EMOTIONS ON JOB SATISFACTION

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.

Keywords:

Emotions in administrations, jobs atisfaction, pleasant emotions, unpleasant emotions multiple regression analysis.,

PDF

___

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