The aim of this study is to determine the relationship between schools’ humor climates and administrators’ humor styles according to the views of both primary school administrators and teachers. The study was designed as a correlational research. The population of the study consists of 631 primary school administrators and 6850 teachers working in state primary schools in Muratpaşa, Kepez, Konyaltı, Döşemealtı, and Aksu districts of Antalya province in 2014-2015 educational years. The data gathered from a sample of 904 participants of which are 253 administrators and 651 teachers. Two scales were used for gathering data on schools’ humor climate and humor styles of the administrators. A five point Likert Scale was used in the questionnaires. Analyses which were conducted to calculate the data included bivariate correlation (Pearson correlation coefficient) and hierarchical multiple regression analysis. Consequently, there are, generally, significant relationships between the humor styles of primary school administrators and the humor climates of those schools. In the study, it was found that positive humor climate has significant positive correlation with the positive humor styles, affilative humor and self-enhancing humor. On the contrary, negative humor climate has significant negative correlation with the positive humor styles, affilative humor and self-enhancing humor. However, negative humor climate has significant positive correlation with the aggressive humor and self-defeating humor. Positive humor climate has significant negative correlation with the aggressive humor; while it has no correlation with self-defeating humor. The results, also, revealed that the humor styles of the administrators are the significant predictors of the humor climates of the schools. Based on all these results, it can be said that positive humor climate types will be dominant in the schools where the administrators use constructive humor styles.
Humor, Humor Climate, Humor Styles, Primary Schools