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The Relationship between School Administrators’ Supportive Behaviors and Teachers’ Job Satisfaction and Subjective Well-Being

Yıl 2021, Cilt 8, Sayı 4, 184 - 195, 03.12.2021
https://doi.org/10.33200/ijcer.956667

Öz

This research aimed to determine the relationships between school administrators’ supportive behaviors and teachers’ job satisfaction and subjective well-being via correlational survey model, a quantitative research method. The study group of this research was composed of 400 teachers working employed at primary schools in the city center of Bolu. Principal Support Scale, Teaching Satisfaction Scale and Teacher Subjective Well-being Questionnaire were used in the study. Since the data had a normal distribution, parametric tests were utilized in data analysis. Research results demonstrated positive and highly significant relationships between informational support and teachers’ job satisfaction and subjective well-being; between informational support and teachers’ job satisfaction and between principal support and emotional (expressive) support dimension and teachers’ subjective well-being. School administrators’ supportive behaviors were found to have a significant effect on teachers’ job satisfaction and subjective well-being levels. Teachers’ job satisfaction was found to affect their subjective well-being levels. The findings that school administrators provided moderate emotional and informational support to teachers and teachers had moderate job satisfaction were also remarkable and striking. This study presented the importance of school administrators’ supportive behaviors with the finding that school administrators’ support predicted both teachers’ job satisfaction and subjective well-being.

Kaynakça

  • Aarons, G. A., Sommerfeld, D. H., & Walrath-Greene, C. M. (2009). Evidence-based practice implementation: the impact of public versus private sector organization type on organizational support, provider attitudes, and adoption of evidence-based practice. Implementation Science, 4(83), 1- 13.
  • Aghaei, N., Keivan, M., & Shahrbanian, S. (2012). Relationship between organizational justice and intention to leave in employees of sport and youth head office of Tehran. European Journal of Experimental Biology, 2(5), 1564-1570.
  • Akçamete, G., Kaner, S., & Sucuoğlu, B. (2001).Burnout, job satisfaction and personality in teachers.Ankara: Nobel Publication.
  • Aziri, B. (2011). Job satisfaction: a literature review. Management Research and Practice, 3(4), 77-86.
  • Azman, I., Sieng, L. L. C., Ajis, M. N., Dollah, N. F., & Boerhannoeddin, A. (2009). Relationship between supervisor’s role and job performance in the workplace training program. Analele Stiintifice ale Universitatii" Alexandru Ioan Cuza" din Iasi-Stiinte Economice. 56, 237-251.
  • Balcı, A. (2013). Sosyal bilimlerde araştırma, yöntem, teknik ve ilkeler. Research, method, technique and principles in social sciences. Ankara: Pegem Academy. Bhanthumnavin, D. (2000). Importance of supervisory social support and its implications for HRD in Thailand. Psychology and Developing Societies, 12(2), 155-166.
  • Bhanthumnavin, D. (2003). Perceived social support from supervisor and group members’ psychological and situational characteristics as predictors of subordinate performance in Thai work units. Human Resource Development Quarterly, 14, 74-97.
  • Bingöl, D. (1990). Personnel management and human relations. Erzurum: Ataturk University Press.
  • Brennan, K. (2006). The managed teacher: Emotional labour. Education, and Technology. Educational Insights, 10, 55-65.
  • Bui, H., & Baruch, Y. (2010). Creating learning organizations: A systems perspective. The Learning Organization, 17(3), 208-227.
  • Büyüköztürk, Ş. (2011). Data analysis handbook for social sciences: statistics, research design, SPSS applications and comment (15th Edition). Ankara: Pegem Academy.
  • Chen, Z., Eisenberger, R., Johnson, K. M., Sucharski, I. L., & Aselage, J. (2009). Perceived organizational support and extra-role performance: which leads to which?. The Journal of social psychology, 149(1), 119-124.
  • Cihangir-Çankaya, Z. (2005). Self-determination model: Autonomy support, need satisfaction and well being. Unpublished doctoral thesis, Gazi University Institute of Social Science, Ankara.
  • Çelik, M. (2013). The effect of communication skills of administrators working in secondary education institutions in Arnavutköy district of Istanbul on teacher motivation and academic burnout. Master thesis, Yeditepe University Institute of Social Science, İstanbul.
  • Davis, K. (1982). İşletmelerde insan davranışı örgütsel davranış. (Çev., K. Tosun). İstanbul: İ.Ü. İşletme Fakültesi Yayınları.
  • Dawley, D. D., Andrews, M. C., & Bucklew, N. S. (2008). Mentoring, supervisor support and perceived organizational support: What matters most?. Leadership & Organization Development Journal, 29(3), 235-247.
  • Deci, E. L., & Ryan, R. M. (2009). The "what" and "why" of goal pursuits: human needs and the self determination of behavior. Psychological Inquiry, 11(4), 227-268
  • Demirtaş, Z. (2010). Teachers’ job satisfaction levels. Procedia Social and Behavioral Sciences, 9, 1069- 1073.
  • Derinbay, D. (2011). The perceived organizational support level of primary shool teachers. Unpublished master's thesis, Pamukkale University Institute of Social Science, Denizli.
  • De Simone, Cicotto and Lampis (2016). Occupational stress, job satisfaction and physical health in teachers. Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 66(2), 65-77.
  • Diener, E. (1984). Subjective well-Being. Psychological Bulletin, 95(3), 542-575.
  • Diener, E. (2000). Subjective well-being: The science of happiness, and a proposal for a national index. American Psychologist, 55, 34-43.
  • Diener, E., Lucas, R. E., & Oishi, S. (2002). Subjective well-being: The science of happiness and life satisfaction. In C. R. Snyder & S. J. Lopez (Eds.), The handbook of positive psychology (pp.63-73). New York: Oxford University Press.
  • Diener, E. & Ryan, K. (2009). Subjective well-being: a general overview. South African Journal of Psychology, 39(4), 391-406.
  • Diener, E. and Scollon, C. N. (2014). The generalist’s corner the what, why, when, and how of teaching the science of subjective well-being. Teaching of Psychology 41(2), 175-183.
  • DiPaola, M. F. (2012). Conceptualizing and validating a measure of principal support. In Michael F. DiPaola & Patrick B. Forsyth (Eds.), Contemporary challenges confronting school leaders. Charlotte, NC: Information Age.
  • Doğan, S. (2014). Perceptions of primary school teachers on organizational support (Case of Polatli district) Unpublished master's thesis, Hacettepe University Institute of Education Science, Ankara.
  • Eisenberger, R., Stinglhamber, F., Vandenberghe, C., Sucharski, L. I., & Rhoades, L. (2002). Perceived supervisor support: Contributions to perceived organizational support and employee refention. Journal ofApplied Psychqolog, 87, 565-573.
  • Emhan, A., Kula, S., & Töngür, A. (2013). Analysis of relationship among manager support, organizational commitment, organizational performance, and burnout with structural equation model: the case of government Sector. Hacettepe University Faculty of Economics and Administrative Sciences Journal, 31(1), 53-69.
  • Erdoğan, İ. (1996). Organizational behavior in business management. Istanbul: Faculty of Business Publication.
  • Ergün, E., & Sezgin Nartgün, Ş . (2017). Adaptation of teacher subjective wellbeing questionaire (tswq) to Turkish: A validity and reliability Study. Sakarya University Journal of Education, 7(2) , 385-397. doi: 10.19126/suje.296824.
  • Ertürk, A., Keskinkılıç Kara, S. B., & Güneş, D. Z. (2016). Emotional labor and psychological well-being: Perception of administrative support as a predictor. Abant İzzet Baysal University Journal of the Faculty of Education, 16(4), 1723-1744.
  • Ertürk, R. (2021).The relationship between teachers' behavioral empowerment and organizational commitment. Unpublished doctoral dissertation, Bolu Abant İzzet Baysal University Graduate Education İnstitute, Bolu.
  • Evers, C. W., & Eacott, S. (Eds.). (2016). New directions in educational leadership theory. Routledge, Taylor ve Francis Group.
  • Gagnon, M. A., & Michael, J. H. (2004) Outcomes of perceived supervisor support for wood production employees. Forest Products Journal, 54(12), 172-177.
  • Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education, 24(5), 1349-1363.
  • Gülbahar, B. (2020). Investigation of the relationship between teachers’ supervisor support, work engagement, school effectiveness and job satisfaction perceptions. International Social Sciences Studies Journal, 6(63), 2277-2299.
  • Günbayı, İ., Dağlı, E., & Kalkan, F. (2013). The relation between primary school principals' supportive behaviors and teachers' organizational citizenship behaviors. Educational Administration: Theory and Practice, 4(4), 575-602.
  • Ho, C.L., & Au, W. T. (2006). Teaching satisfaction scale: Measuring job satisfaction of teachers. Educational and Psychological Measurement, 66, 172-185.
  • House, J.S. (1981). Work stress and social support. Reading, MA: Addison-Wesley.
  • Ingersoll, R. M. (2001). teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.
  • Jennett, H. K., Harris, S. L. & Mesibov, G. B. (2003). Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. Journal of Autism and Developmental Disorders, 33, 583-593.
  • Kaynak, T. (1990). Organizational behavior. Istanbul: Istanbul University Faculty of Business Publications.
  • Keser, A. (2005). The relationship between job satisfaction and life satisfaction: An application in the automotive industry. Journal of Labor and Society, Economy and Law, 4(7), 77-96.
  • Kıral, E. (2016). Time management in school administrators. Ankara: Eyuder Publications.
  • Littrell, P. (1992). The effects of principal support on general and special educators' stress, job satisfaction, health, school commitment, and intent to stay in teaching Unpublished doctoral dissertation). Virginia Polytechnic Institute and State University, Blacksburg, USA.
  • Littrell, P., Billingsley, B., & Cross, L. (1994). The effects of support on general and special educators' stress, job satisfaction, health, commitment, and intent to stay in teaching. Remedial and Special Education, 15, 297- 310.
  • Makela, K. (2014). PE Teachers’ job satisfaction, turnover, and intention to stay or leave the profession. Unpublished doctoral dissertation, University of Jyväskylä, Jyväskylä, Finland.
  • Miles, W. L. (2010). Correlational study of leadership style and teacher job satisfaction in two head start programs. (Unpublished doctoral dissertation), Capella University, Minnesota, USA.
  • Miner, J. B. (1992) Industrial-organizational psychology. New York: McGraw-Hill Book Company.
  • Moyle, P. (1998). Longitudinal influences of managerial support on employee wellbeing. Work & Stress, 12(1), 29-49.
  • Naylor, C. (2001). Teacher Workload and Stress [Electronic Resource]: An International Perspective on Human Costs And Systemic Failure. BC Teachers' Federation BCTF Research Report. Retrieved From Https://Bctf.Ca/Publications/Researchreports.Aspx?Id=5566 On 16.02.2017.
  • Qureshi, M. A., & Hamid, K.(2017). Impact of supervisor support on job satisfaction: A Moderating role of fairness perception. International Journal of Academic Research in Business and Social Sciences, 7(3), 235-242.
  • Özbek, M. F., & Kosa, G. (2009). The influence of affective commitment, organizational support, upper management support and empowerment on service quality: A study of bank employees in Kyrgyzstan. Journal of Erciyes University Faculty of Economics and Administrative Sciences, 34, 189-212.
  • Özdemir, A. (2010). The relationship of perceived superior support and individualism collectivism with organizational citizenship behaviors in primary schools. Educational Administration: Theory and Practice, 16(1), 93-112.
  • Özdemir-Demirel, G. (2012). The styles of school principals’ using power sources and the relationshıp between princible support and citizenship behaviour. Unpublished master thesis, Gazi University Institute of Education Science, Ankara.
  • Özdevecioğlu, M., & Doruk, N. Ç. (2009). The effects of work-family conflict and familywork conflict on employee’s job and life satisfaction in organizations. Journal of Erciyes University Faculty of Economics and Administrative Sciences, 33, 69-99.
  • Özkara, Z. U., Taş, A., & Aydıntan, B. (2019). The mediating effect of leader- member exchange in the relationship between perceived supervisor support and organizational cynicism. International Journal of Society Researches, 12(18. UİK Special Issue), 101-137.
  • Öztürk, A. (2015). The predictor role of life goalsteachers have and social support on subjunctive well-being. International Journal of Turkish Educational Science, 3(5), 338-347.
  • Payne, S. C., & Huffman, A. H. (2005). A longitudinal examination of the influence of mentoring on organizational commitment and turnover. Academy of Management Journal, 48(1), 158-168.
  • Pohl, S., & Galletta, M. (2016). The role of supervisor emotional support on individual job satisfaction: A multilevel analysis. Applied Nursing Research, 33, 61-66.
  • Purcell, J., Kinnie, N., Swart, J., Rayton, B. and Hutchinson, S. (2009). People management and performance. London: Routledge.
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Yıl 2021, Cilt 8, Sayı 4, 184 - 195, 03.12.2021
https://doi.org/10.33200/ijcer.956667

Öz

Kaynakça

  • Aarons, G. A., Sommerfeld, D. H., & Walrath-Greene, C. M. (2009). Evidence-based practice implementation: the impact of public versus private sector organization type on organizational support, provider attitudes, and adoption of evidence-based practice. Implementation Science, 4(83), 1- 13.
  • Aghaei, N., Keivan, M., & Shahrbanian, S. (2012). Relationship between organizational justice and intention to leave in employees of sport and youth head office of Tehran. European Journal of Experimental Biology, 2(5), 1564-1570.
  • Akçamete, G., Kaner, S., & Sucuoğlu, B. (2001).Burnout, job satisfaction and personality in teachers.Ankara: Nobel Publication.
  • Aziri, B. (2011). Job satisfaction: a literature review. Management Research and Practice, 3(4), 77-86.
  • Azman, I., Sieng, L. L. C., Ajis, M. N., Dollah, N. F., & Boerhannoeddin, A. (2009). Relationship between supervisor’s role and job performance in the workplace training program. Analele Stiintifice ale Universitatii" Alexandru Ioan Cuza" din Iasi-Stiinte Economice. 56, 237-251.
  • Balcı, A. (2013). Sosyal bilimlerde araştırma, yöntem, teknik ve ilkeler. Research, method, technique and principles in social sciences. Ankara: Pegem Academy. Bhanthumnavin, D. (2000). Importance of supervisory social support and its implications for HRD in Thailand. Psychology and Developing Societies, 12(2), 155-166.
  • Bhanthumnavin, D. (2003). Perceived social support from supervisor and group members’ psychological and situational characteristics as predictors of subordinate performance in Thai work units. Human Resource Development Quarterly, 14, 74-97.
  • Bingöl, D. (1990). Personnel management and human relations. Erzurum: Ataturk University Press.
  • Brennan, K. (2006). The managed teacher: Emotional labour. Education, and Technology. Educational Insights, 10, 55-65.
  • Bui, H., & Baruch, Y. (2010). Creating learning organizations: A systems perspective. The Learning Organization, 17(3), 208-227.
  • Büyüköztürk, Ş. (2011). Data analysis handbook for social sciences: statistics, research design, SPSS applications and comment (15th Edition). Ankara: Pegem Academy.
  • Chen, Z., Eisenberger, R., Johnson, K. M., Sucharski, I. L., & Aselage, J. (2009). Perceived organizational support and extra-role performance: which leads to which?. The Journal of social psychology, 149(1), 119-124.
  • Cihangir-Çankaya, Z. (2005). Self-determination model: Autonomy support, need satisfaction and well being. Unpublished doctoral thesis, Gazi University Institute of Social Science, Ankara.
  • Çelik, M. (2013). The effect of communication skills of administrators working in secondary education institutions in Arnavutköy district of Istanbul on teacher motivation and academic burnout. Master thesis, Yeditepe University Institute of Social Science, İstanbul.
  • Davis, K. (1982). İşletmelerde insan davranışı örgütsel davranış. (Çev., K. Tosun). İstanbul: İ.Ü. İşletme Fakültesi Yayınları.
  • Dawley, D. D., Andrews, M. C., & Bucklew, N. S. (2008). Mentoring, supervisor support and perceived organizational support: What matters most?. Leadership & Organization Development Journal, 29(3), 235-247.
  • Deci, E. L., & Ryan, R. M. (2009). The "what" and "why" of goal pursuits: human needs and the self determination of behavior. Psychological Inquiry, 11(4), 227-268
  • Demirtaş, Z. (2010). Teachers’ job satisfaction levels. Procedia Social and Behavioral Sciences, 9, 1069- 1073.
  • Derinbay, D. (2011). The perceived organizational support level of primary shool teachers. Unpublished master's thesis, Pamukkale University Institute of Social Science, Denizli.
  • De Simone, Cicotto and Lampis (2016). Occupational stress, job satisfaction and physical health in teachers. Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 66(2), 65-77.
  • Diener, E. (1984). Subjective well-Being. Psychological Bulletin, 95(3), 542-575.
  • Diener, E. (2000). Subjective well-being: The science of happiness, and a proposal for a national index. American Psychologist, 55, 34-43.
  • Diener, E., Lucas, R. E., & Oishi, S. (2002). Subjective well-being: The science of happiness and life satisfaction. In C. R. Snyder & S. J. Lopez (Eds.), The handbook of positive psychology (pp.63-73). New York: Oxford University Press.
  • Diener, E. & Ryan, K. (2009). Subjective well-being: a general overview. South African Journal of Psychology, 39(4), 391-406.
  • Diener, E. and Scollon, C. N. (2014). The generalist’s corner the what, why, when, and how of teaching the science of subjective well-being. Teaching of Psychology 41(2), 175-183.
  • DiPaola, M. F. (2012). Conceptualizing and validating a measure of principal support. In Michael F. DiPaola & Patrick B. Forsyth (Eds.), Contemporary challenges confronting school leaders. Charlotte, NC: Information Age.
  • Doğan, S. (2014). Perceptions of primary school teachers on organizational support (Case of Polatli district) Unpublished master's thesis, Hacettepe University Institute of Education Science, Ankara.
  • Eisenberger, R., Stinglhamber, F., Vandenberghe, C., Sucharski, L. I., & Rhoades, L. (2002). Perceived supervisor support: Contributions to perceived organizational support and employee refention. Journal ofApplied Psychqolog, 87, 565-573.
  • Emhan, A., Kula, S., & Töngür, A. (2013). Analysis of relationship among manager support, organizational commitment, organizational performance, and burnout with structural equation model: the case of government Sector. Hacettepe University Faculty of Economics and Administrative Sciences Journal, 31(1), 53-69.
  • Erdoğan, İ. (1996). Organizational behavior in business management. Istanbul: Faculty of Business Publication.
  • Ergün, E., & Sezgin Nartgün, Ş . (2017). Adaptation of teacher subjective wellbeing questionaire (tswq) to Turkish: A validity and reliability Study. Sakarya University Journal of Education, 7(2) , 385-397. doi: 10.19126/suje.296824.
  • Ertürk, A., Keskinkılıç Kara, S. B., & Güneş, D. Z. (2016). Emotional labor and psychological well-being: Perception of administrative support as a predictor. Abant İzzet Baysal University Journal of the Faculty of Education, 16(4), 1723-1744.
  • Ertürk, R. (2021).The relationship between teachers' behavioral empowerment and organizational commitment. Unpublished doctoral dissertation, Bolu Abant İzzet Baysal University Graduate Education İnstitute, Bolu.
  • Evers, C. W., & Eacott, S. (Eds.). (2016). New directions in educational leadership theory. Routledge, Taylor ve Francis Group.
  • Gagnon, M. A., & Michael, J. H. (2004) Outcomes of perceived supervisor support for wood production employees. Forest Products Journal, 54(12), 172-177.
  • Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education, 24(5), 1349-1363.
  • Gülbahar, B. (2020). Investigation of the relationship between teachers’ supervisor support, work engagement, school effectiveness and job satisfaction perceptions. International Social Sciences Studies Journal, 6(63), 2277-2299.
  • Günbayı, İ., Dağlı, E., & Kalkan, F. (2013). The relation between primary school principals' supportive behaviors and teachers' organizational citizenship behaviors. Educational Administration: Theory and Practice, 4(4), 575-602.
  • Ho, C.L., & Au, W. T. (2006). Teaching satisfaction scale: Measuring job satisfaction of teachers. Educational and Psychological Measurement, 66, 172-185.
  • House, J.S. (1981). Work stress and social support. Reading, MA: Addison-Wesley.
  • Ingersoll, R. M. (2001). teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.
  • Jennett, H. K., Harris, S. L. & Mesibov, G. B. (2003). Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. Journal of Autism and Developmental Disorders, 33, 583-593.
  • Kaynak, T. (1990). Organizational behavior. Istanbul: Istanbul University Faculty of Business Publications.
  • Keser, A. (2005). The relationship between job satisfaction and life satisfaction: An application in the automotive industry. Journal of Labor and Society, Economy and Law, 4(7), 77-96.
  • Kıral, E. (2016). Time management in school administrators. Ankara: Eyuder Publications.
  • Littrell, P. (1992). The effects of principal support on general and special educators' stress, job satisfaction, health, school commitment, and intent to stay in teaching Unpublished doctoral dissertation). Virginia Polytechnic Institute and State University, Blacksburg, USA.
  • Littrell, P., Billingsley, B., & Cross, L. (1994). The effects of support on general and special educators' stress, job satisfaction, health, commitment, and intent to stay in teaching. Remedial and Special Education, 15, 297- 310.
  • Makela, K. (2014). PE Teachers’ job satisfaction, turnover, and intention to stay or leave the profession. Unpublished doctoral dissertation, University of Jyväskylä, Jyväskylä, Finland.
  • Miles, W. L. (2010). Correlational study of leadership style and teacher job satisfaction in two head start programs. (Unpublished doctoral dissertation), Capella University, Minnesota, USA.
  • Miner, J. B. (1992) Industrial-organizational psychology. New York: McGraw-Hill Book Company.
  • Moyle, P. (1998). Longitudinal influences of managerial support on employee wellbeing. Work & Stress, 12(1), 29-49.
  • Naylor, C. (2001). Teacher Workload and Stress [Electronic Resource]: An International Perspective on Human Costs And Systemic Failure. BC Teachers' Federation BCTF Research Report. Retrieved From Https://Bctf.Ca/Publications/Researchreports.Aspx?Id=5566 On 16.02.2017.
  • Qureshi, M. A., & Hamid, K.(2017). Impact of supervisor support on job satisfaction: A Moderating role of fairness perception. International Journal of Academic Research in Business and Social Sciences, 7(3), 235-242.
  • Özbek, M. F., & Kosa, G. (2009). The influence of affective commitment, organizational support, upper management support and empowerment on service quality: A study of bank employees in Kyrgyzstan. Journal of Erciyes University Faculty of Economics and Administrative Sciences, 34, 189-212.
  • Özdemir, A. (2010). The relationship of perceived superior support and individualism collectivism with organizational citizenship behaviors in primary schools. Educational Administration: Theory and Practice, 16(1), 93-112.
  • Özdemir-Demirel, G. (2012). The styles of school principals’ using power sources and the relationshıp between princible support and citizenship behaviour. Unpublished master thesis, Gazi University Institute of Education Science, Ankara.
  • Özdevecioğlu, M., & Doruk, N. Ç. (2009). The effects of work-family conflict and familywork conflict on employee’s job and life satisfaction in organizations. Journal of Erciyes University Faculty of Economics and Administrative Sciences, 33, 69-99.
  • Özkara, Z. U., Taş, A., & Aydıntan, B. (2019). The mediating effect of leader- member exchange in the relationship between perceived supervisor support and organizational cynicism. International Journal of Society Researches, 12(18. UİK Special Issue), 101-137.
  • Öztürk, A. (2015). The predictor role of life goalsteachers have and social support on subjunctive well-being. International Journal of Turkish Educational Science, 3(5), 338-347.
  • Payne, S. C., & Huffman, A. H. (2005). A longitudinal examination of the influence of mentoring on organizational commitment and turnover. Academy of Management Journal, 48(1), 158-168.
  • Pohl, S., & Galletta, M. (2016). The role of supervisor emotional support on individual job satisfaction: A multilevel analysis. Applied Nursing Research, 33, 61-66.
  • Purcell, J., Kinnie, N., Swart, J., Rayton, B. and Hutchinson, S. (2009). People management and performance. London: Routledge.
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Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Articles
Yazarlar

Ramazan ERTÜRK> (Sorumlu Yazar)
Milli Eğitim Bakanlığı
0000-0002-8140-0895
Türkiye

Yayımlanma Tarihi 3 Aralık 2021
Yayınlandığı Sayı Yıl 2021, Cilt 8, Sayı 4

Kaynak Göster

APA Ertürk, R. (2021). The Relationship between School Administrators’ Supportive Behaviors and Teachers’ Job Satisfaction and Subjective Well-Being . International Journal of Contemporary Educational Research , 8 (4) , 184-195 . DOI: 10.33200/ijcer.956667

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868