ADMINISTRATOR BEHAVIOURS THAT MAKE TEACHERS FEEL VALUED

Abstract

The state of school administrators valuing their teachers is considered to be interrelated with topics linked to behaviour (i.e. management and organizational theories; motivation; leadership; and organizational culture, loyalty, support, image, justice, and burnout). The aim of the present study was to identify behaviours that dignify teachers. The study aimed to determine what teachers and administrators understand from the concept of “valuing” and how administrative behaviours that made teachers feel valued affected them (i.e. affectively, cognitively). A qualitative research methodology was adopted in the study. Maximum variation sampling strategy was used to recruit the participants (n= 32). Interviews were held with participants 24 of whom were teachers and 8 were school administrators working in Bolu (Turkey). The collected data were analysed using content and descriptive analysis techniques. The results suggested that the meaning teachers and administrators attributed to the action of “valuing” included; caring about, recognition, and respect. The state of school administrators valuing their teachers was considered as “crucial” and “important”. The indicators of teachers feeling valued included; administrators taking teachers’ views into considerations on matters relating to the teachers and the school, appreciating teachers’ achievements, listening to and solving problems, being with teachers on special occasions, and creating a healthy communication with teachers. When administrators dignify their teachers, those teachers’ motivation increases, they become more content, their work efficiency increases, and they develop a sense of belonging to their schools.

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