Do diversity perspectives affect happiness at work? A study of teachers in Turkey


ARSLAN Y., POLAT S.

INTERNATIONAL JOURNAL OF EDUCATIONAL MANAGEMENT, 2021 (Peer-Reviewed Journal) identifier identifier

  • Publication Type: Article / Article
  • Volume:
  • Publication Date: 2021
  • Doi Number: 10.1108/ijem-06-2020-0288
  • Journal Name: INTERNATIONAL JOURNAL OF EDUCATIONAL MANAGEMENT
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, ABI/INFORM, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Kocaeli University Affiliated: Yes

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.