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.

中文翻译：

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多样性观点会影响工作中的快乐吗？土耳其教师研究

目的

这项研究旨在调查教师对学校多元化观点的看法与他们在工作中的幸福感（HAW）之间的关系。

设计/方法/方法

该研究使用了相关调查模型，该分层样本由土耳其西部某省的公立中学的768名教师组成。

发现

层次回归分析的结果表明，整合与学习，色盲和公平多样性观点显着预测了HAW。但是，加强同质性和访问性观点并不能预测HAW。虽然正面影响是HAW的维度之一，但可以通过整合学习，色盲和公平的观点来预测，而负面影响可以通过整合学习和色盲的观点来预测。此外，实现是HAW的另一个方面，是通过整合学习和公平的观点来预测的。

创意/价值

学校管理者可以利用调查结果来提高学校教师的幸福感，建立积极主动的多元化管理观点。