The Pattern of Relationships Between School Context, Teachers’ Characteristics and Performances, and School Principals’ Conflict Resolution Styles and School Happiness

Abstract

The aim of this research is to determine whether the school context, teacher characteristics, and school principals’ conflict management styles predict teachers’ performance and perceptions of school happiness. The research was carried out according to the relational survey model. The study group for the research consists of 410 teachers working in public schools in Istanbul. Information Form, “Rahim Organizational Conflict Questionnaire II,” “School Happiness Scale,” and “Teacher Performance Evaluation Scale” were used as data collection tools. Data were analyzed using correlation and multiple regression analysis. According to the findings, while the number of teachers in the school affects school happiness negatively, the school principals’ integrating and compromising conflict resolution styles affect school happiness positively. In addition, school happiness and school principals’ conciliatory conflict resolution style increase teachers’ performance by positively affecting them. It has been revealed that the school principals’ accommodating style of conflict resolution is a common variable that predicts school happiness and teacher performance.