Investigation of Teachers’ Views on a Happy Work Environment by Perma Model

This study aims at examining teachers’ perceptions of happy work environment within PERMA [positiveemotions (P), engagement (E), positive relationships (R), meaning (M), accomplishment (A)] model, awell-being model in positive psychology. Phenomenological research design was used in this study and agroup of 17 teachers formed the participant group in the study. The participants are graduate students atDepartment of Educational Administration at Gazi University, Institute of Educational Sciences during2017-2018 academic year. The participants are working in different positions of at the Ministry of National Education in Turkey. In the study, data on a happy work environment has been obtained through a fully structured interview form. The results of the study suggest that teachers’ expressions about a happywork environment mostly emphasized the context of positive relations; this is followed by the expressions of positive emotions, accomplishment, engagement and lastly the meaning dimension of PERMA. Based on the results of research, it can be argued that the PERMA model provides a useful frameworkfor defining a happy school environment, and there is a need for programs or interventions in schools tomake use of this model

Mutlu Bir İş Ortamına İlişkin Öğretmen Görüşlerinin Perma Modeline Göre İncelenmesi

Bu araştırmada, öğretmenlerin mutlu bir iş ortamına ilişkin algılarını, pozitif psikoloji literatüründeki mutluluk modellerinden biri olan PERMA [positive emotions (P) /pozitif duygular, engagement (E) / bağlanma, relationships (R) /ilişki, meaning (M) /anlam, accomplishment (A) /başarı) modeli kapsamında değerlendirmek amaçlanmaktadır. Nitel araştırma türündeki bu çalışmada fenomenoloji araştırma deseni kullanılmıştır. Araştırmanın çalışma grubu, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Eğitim Yönetimi Bilim Dalı’nda 2017-2018 akademik yılında lisansüstü eğitim gören ve Türkiye’de Milli Eğitim Bakanlığı’na bağlı resmi kurumlarda görev yapan toplam 17 öğretmenden oluşmaktadır. Araştırmada yapılandırılmış görüşme formu aracılığıyla mutlu bir iş ortamına ilişkin veriler elde edilmiştir. Araştırma sonuçlarına göre, öğretmenlerin mutlu bir iş ortamına ilişkin ifadelerinde pozitif ilişkiler bağlamının vurgulandığı; bunu sırasıyla olumlu duygular, başarı, bağlanma ve son olarak anlam boyutundaki ifadelerin izlediği görülmüştür. Araştırma sonuçlarından hareketle PERMA modelinin mutlu bir okul ortamını tanımlamada yararlı bir çerçeve oluşturduğu, okullarda bu modelden yararlanmak için onu uygulamaya dönüştürecek programlara veya müdahalelere ihtiyaç duyulduğu ileri sürülebilir.

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