Do Diversity Perspectives Affect Happiness at Work? A Study of Teachers in Turkey

Autor/inn/en	Arslan, Yaser; Polat, Soner
Titel	Do Diversity Perspectives Affect Happiness at Work? A Study of Teachers in Turkey
Quelle	In: International Journal of Educational Management, 35 (2021) 3, S.621-639 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arslan, Yaser)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-06-2020-0288
Schlagwörter	Foreign Countries; Teacher Attitudes; Teaching Conditions; Diversity; Work Environment; Psychological Patterns; High School Teachers; Public Schools; Predictor Variables; Administrator Role; Affective Behavior; Social Bias; Individual Differences; Social Justice; Cultural Differences; Correlation; Ethnicity; Turkey + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Arbeitsmilieu; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Prädiktor; Affective disturbance; Active behaviour; Affektive Störung; Individueller Unterschied; Soziale Gerechtigkeit; Kultureller Unterschied; Korrelation; Ethnizität; Türkei
Abstract	Purpose: This study aimed to investigate the relationship between teachers' perceptions on diversity perspectives in schools and their happiness at work (HAW) levels. Design/methodology/approach: A correlational survey model was used in the study, and the stratified sample consisted of 768 teachers in public high schools in a province in the west of Turkey. Findings: The result of hierarchical regression analysis showed that integration-and-learning, colour blindness and fairness diversity perspectives significantly predicted HAW. However, reinforcing homogeneity and access perspectives did not predict HAW. While positive affect, one of the dimensions of HAW, was predicted by integration-and-learning, colour blindness and fairness perspectives, negative affect was predicted by integration-and-learning and colour blindness perspectives. Moreover, fulfilment, the other dimension of HAW, was predicted by integration-and-learning and fairness perspectives. Originality/value: School administrators can use the findings to increase teacher happiness at schools, developing proactive diversity management perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01