Bu araştırma ilkokullarda öğretmenlerin yaşadıkları duygu durumlarını etkileyen değişkenleri belirlemek ve okul yöneticilerinin öğretmenlerin duyguları üzerindeki etkilerini ortaya çıkarmak amacıyla yapılmıştır. Araştırma nitel araştırma yöntemi ile yürütülmüştür. Çalışma grubunu 2013-2014 eğitimöğretim yılında Bolu merkez ilçe ilkokullarında görevli öğretmenler oluşturmaktadır (n=65). Araştırma verileri görüşme formu ile toplanmıştır. Görüşme formunda öğretmenlere duygu durumlarını etkileyen durumların neler olduğu, yöneticilerin öğretmenlerin duygularını neden dikkate alıp almadıkları, öğretmenlerin gerçek duygularını yansıtıp yansıtmadıkları, yöneticilerinin öğretmenlerin duygularını dikkate alması ve almaması durumunda öğretmenlerin verdiği tepkilerin neler olduğu ve sonuçları sorulmuştur. Araştırma verileri betimsel analiz ve içerik analizi türlerinden tümevarımcı analiz ile çözümlenmiştir. Araştırmaya göre: Öğretmenlerin duygu durumlarını etkileyen değişkenler kurum, yönetici ve öğretmen özellikleri, yönetsel süreçler, iletişim, akademik etkinlikler ve okul çevresidir. Yöneticiler öğretmenlerin duygularını dikkate alması gerekmekle beraber bu durum uygulamada görülmemektedir. Öğretmenler kişisel ve örgütsel nedenlerden dolayı gerçek duygularını yansıtmamakta, mutluymuş, huzurluymuş gibi sahte duygular yansıtmaktadırlar. Yansıttıkları gerçek duygular ise kızgınlık, öfke, üzüntü gibi olumsuz duygulardır. Öğretmenlerin duygularının dikkate alınmaması olumsuz davranışları artırırken mutsuzluk, kendini değersiz hissetme, işi aksatıp yavaşlatma, yönetici-kuruma güvensizlik, okul başarısını düşürme ve çatışmaları beraberinde getirmektedir.

Based on teacher views, the study was set out to identify school conflicts, reasons behind them, their impact and responses to conflicts. The study undertaken via survey model utilized a qualitative research method. Study group of the study was composed of 57 classroom and subject matter teachers employed in Bolu central district during 2014-2015 academic year. Research data were collected with the help of semi-structured interview form and analyzed via content analysis. Some of the results obtained in the study are as follows: According to teachers, conflicts at schools are negative situations caused by differences of opinion and forming groups with like minded people based on inability to find common ground and disagreements, tension, unconformity, lack of communication and ideological clashes. Conflicts result mainly from lack of communication followed by personal, political-ideological and organizational factors. Conflicts have both negative and positive results in psychological, social and organizational aspects. Teachers who experience conflicts have negative feelings such as disappointment, insensitivity, stress, sorrow, uneasiness etc. and may dislike their professions, have low morale and motivation, form groups with like minded people and have reduced performance. Teachers who experience conflicts either respond, by arguing, evading the situation or using violence, or remain unresponsive.

The purpose of this study is to determine whether or not the grit level of teachers varied according to their personal variables. The research, in the descriptive screening model, was conducted on 360 teachers who were chosen according to simple random sampling method and working in primary schools, secondary schools and high schools in Adapazarı district of Sakarya province. In the data collecting phase, “Grit Scale”, which is developed by Duckworth and Quinn (2009a) and adapted into Turkish culture by Argon and Kaya (2017), is used. Means, standard deviations and parametric analyzes of individual variables were used in the analysis of the research data. According to the results of the research, grit level of the teachers is at the level of agreeing in the dimension of total scale and consistency of interest while in the dimension of the perseverance of effort is at level of being fully agreeing. Teachers' views of their grit level according to their personal variables revealed a significant difference only in perseverance of effort dimension in terms of sex. Age, vocational seniority, school type, graduation status and branch variables are not influential variables in teacher opinions and teacher opinions are similar. It has emerged that female teachers are more gritty than male teachers in perseverance of effort dimension in which teachers’ views differ from one another Some of the suggestions developed according to the research results are as following: Although the grit levels of teachers are close to high, they are not at the desired level and qualitative studies can be used to determine the factors affecting teachers' wishes and expectations in order to increase this level and fulfil their needs. Since the grit levels of the teachers contribute to the improvement of the performance of the students, with the establishment of the environments where the teachers can use these potentials, with fund allocation for effective use of this qualified human power at the current level in the schools and with creating the conditions for teachers to take part in long-term projects, the motivation of the teachers can be increased. New and different researches can be carried to determine the organizational variables other than the personal variables that may affect the teachers’ grit.

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