Anger management at the edge of chaos

Abstract

Behaviors exhibited by school managers in schools that are at the center of social change and have complex system characteristics can cause unexpected large changes in any unexpected area. In this context, the strategies that school administrators use to manage their anger are crucial so that schools can continue their existence effectively. Therefore, the purpose of this study is to determine the school managers’ anger management strategies according to the perceptions of school managers. Also, it has been tried to determine whether there is a meaningful difference between school managers’ opinions according to gender, school type, seniority, and educational status variables. In order to collect the data for the study, “The Perceptions of Teachers on Anger Management Strategies Scale” which is a subscale of “Anger Sources, Forms of Expressing Anger and Anger Management Strategies of Teachers and Administrators in Elementary Schools Scale” developed by Demirkasımoğlu (The opinions of elementary schools administrators and teachers in Ankara province in relation to their causes of anger, anger expression styles and anger management strategies. Masters’ Thesis, Ankara University, Institute of Education Science, Department of Education Science, 2007) was used. The questionnaire was administrated to 79 school managers working in Uşak Province in the 2017–2018 academic year. The data were analyzed by SPSS (Statistical Package for Social Sciences) program. In the analyses of the study, the t-test and one-way ANOVA test were used. According to the findings obtained from the research, strategies that school managers often use are using empathic methods and trying to be calm instead of telling the first thing that comes to their minds when they are angered. It was found that they never use relaxation methods such as yoga and meditation. In addition it was found that school managers’ opinions about anger management strategies that they used didn’t differ according to the gender, school type, seniority, and educational status variables.