The Examination of Teachers’ Levels of Organizational Happiness
Bibliographic record
Abstract
This study aims to investigate the levels of organizational happiness of teachers working in primary, secondary, and high schools and to determine whether there is a significant difference in terms of some demographic characteristics. The screening model was employed in the study. The study population consists of teachers working in the Küçükçekmece, Bağcılar, Avcılar, and Esenyurt districts during the 2017-2018 academic year. The sample of the study comprises 297 teachers working in the Küçükçekmece, Bağcılar, Avcılar, and Esenyurt districts and selected via the convenience/incidental sampling method. In the study, the “Personal Information Form” created by the researchers and the “School Happiness Scale” developed by Bulut (2015) were used as data collection tools. The SPSS packaged software was used in the data analysis. According to the results of the data analysis, teachers’ general happiness perceptions and organizational happiness perceptions were observed to be high according to the subdimensions of management processes, attitudes towards the teaching profession, communication, commitment and economic provision of the School Happiness Scale. Teachers’ perceptions of organizational happiness differed significantly according to the level of education taught by teachers in the subdimensions of management processes and economic provision of the School Happiness Scale. Teachers’ perceptions of organizational happiness differed significantly according to professional seniority in the management processes subdimension of the School Happiness Scale. Teachers’ perceptions of organizational happiness differed significantly in the subdimensions of management processes, attitudes towards the teaching profession, commitment, and economic provision of the School Happiness Scale and according to the branch variable in the overall total. Teachers’ perceptions of organizational happiness did not differ significantly according to the variables of gender, educational status, age, and seniority in the school where they worked.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".