Öğretmenlerin Okuma İlgisi İle Öznel İyi Oluşları Arasındaki İlişki

Abstract

This research examines the relationship between teachers' reading interests and subjective well-being. As a result of the analysis, a significant and positive relationship was detected between reading interest and subjective well-being among teachers at an average level. The research used specific scales and surveys to assess teachers' reading habits and determine their subjective well-being. The findings showed that teachers who read books regularly generally had higher levels of subjective well-being. This indicates that reading habits may have a positive effect on the psychological health of teachers. The study group of this research consists of 239 (108: male, male, 131: female) teachers. In the scope of the research; socio-demographic information form, reading interest scale and general subjective well-being scale were used. SPSS 25 program was used to analyze the data. As a result of the data providing normality distribution, the data were tested with simple linear regression analysis, one of the parametric tests. The results were discussed by comparing them with the results of studies conducted at national and international levels for teachers and practitioners within the scope of positive psychology. Key words: Reading interest, subjective well-being, positive psychology