Öğretmenlerin örgütsel yabancılaşma, duygusal emek ve öğretme-öğrenme sürecindeki davranışları arasındaki ilişki
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
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Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı öğretmenlerin görüşleri doğrultusunda örgütsel yabancılaşma, duygusal emek ve öğretme-öğrenme sürecindeki davranışlar arasındaki ilişkileri ortaya koymaktır. Araştırmaya 2022-2023 eğitim öğretim yılında Düzce ili Merkez ilçesindeki ortaöğretim kurumlarında görev yapan 391 öğretmen katılmıştır. Araştırma sonucunda (1) öğretmenlerin örgütsel yabancılaşma algılarının düşük düzeyde olduğu tespit edilmiştir. (2) Öğretmenlerin duygusal emek algılarının orta düzeyde olduğu tespit edilmiştir. (3) Öğretmenlerin öğretme öğrenme sürecindeki davranışlarının yüksek düzeyde olduğu tespit edilmiştir. (4) Öğretmenlerin cinsiyetleri ile öğretme-öğrenme sürecindeki davranışlarının toplam puanı ile pozitif davranış alt boyutu arasında kadın öğretmenler lehine anlamlı farklılık tespit edilmiştir. Öğretmenlerin sendikaya üye olma durumları ile örgütsel yabancılaşmalarının "Kuralsızlık" alt boyutu arasında sendikalı öğretmenler lehine anlamlı fark tespit edilmiştir. Öğretmenlerin meslekteki hizmet süresi ile örgütsel yabancılaşmalarının "Yalıtılmışlık" alt boyutu arasında 21 yıl üstü mesleki hizmet süresine sahip öğretmenler lehine anlamlı fark tespit edilmiştir. Öğretmenlerin öğrenim durumu ile örgütsel yabancılaşmalarının "Güçsüzlük" ve "Yalıtılmışlık" alt boyutları arasında lisans mezunu öğretmenler lehine anlamlı farklılık tespit edilmiştir. Öğretmenlerin okul türü ile örgütsel yabancılaşmalarının "Kuralsızlık" alt boyutu ve duygusal emeklerinin "Yüzeysel Davranış" alt boyutları arasında meslek lisesinde görev yapan öğretmenler lehine anlamlı farklılık tespit edilmiştir. (5) Öğretmenlerin örgütsel yabancılaşma ve duygusal emek algıları arasında negatif yönlü ve anlamlı; örgütsel yabancılaşma algıları ve öğretme-öğrenme sürecindeki davranışları arasında negatif yönde ve anlamlı; duygusal emek algıları ile öğretme-öğrenme sürecindeki davranışları arasında pozitif yönde ve anlamlı ilişki tespit edilmiştir. Anahtar Sözcükler: Duygusal Emek, Öğretme-Öğrenme Sürecinde Öğretmen Davranışları, Örgütsel Yabancılaşma
The aim of this study is to reveal the relationships between organizational alienation, emotional labor, and teaching-learning process behaviors of teachers based on their views. A total of 391 teachers working in secondary education institutions in the central district of Düzce province in the 2022-2023 academic year participated in the study. As a result of the research, it was found that (1) teachers' perceptions of organizational alienation were low. (2) Teachers' perceptions of emotional labor were at a moderate level. (3) Teachers' behaviors in the teaching-learning process were high. (4) A significant difference was found in favor of female teachers between their gender and the total score of their teaching-learning process behaviors and the positive behavior sub-dimension. A significant difference was found in favor of unionized teachers between their union membership status and the "normlessness" sub-dimension of organizational alienation. A significant difference was found in favor of teachers with over 21 years of professional experience between their length of service and the "social-isolation" sub-dimension of organizational alienation. A significant difference was found in favor of graduate teachers between their educational status and the "powerlessness" and "social-isolation" sub-dimensions of organizational alienation. A significant difference was found in favor of vocational high school teachers between their school type and the "normlessness" sub-dimension of organizational alienation and the "surface behavior" sub-dimension of emotional labor. (5) A significant negative relationship was found between teachers' perceptions of organizational alienation and emotional labor, a significant negative relationship was found between teachers' perceptions of organizational alienation and their teaching-learning process behaviors, and a significant positive relationship was found between teachers' perceptions of emotional labor and their teaching-learning process behaviors. Keywords: Emotional Labor, Organizational Alienation, Teacher Behaviors in Teaching-Learning Process
The aim of this study is to reveal the relationships between organizational alienation, emotional labor, and teaching-learning process behaviors of teachers based on their views. A total of 391 teachers working in secondary education institutions in the central district of Düzce province in the 2022-2023 academic year participated in the study. As a result of the research, it was found that (1) teachers' perceptions of organizational alienation were low. (2) Teachers' perceptions of emotional labor were at a moderate level. (3) Teachers' behaviors in the teaching-learning process were high. (4) A significant difference was found in favor of female teachers between their gender and the total score of their teaching-learning process behaviors and the positive behavior sub-dimension. A significant difference was found in favor of unionized teachers between their union membership status and the "normlessness" sub-dimension of organizational alienation. A significant difference was found in favor of teachers with over 21 years of professional experience between their length of service and the "social-isolation" sub-dimension of organizational alienation. A significant difference was found in favor of graduate teachers between their educational status and the "powerlessness" and "social-isolation" sub-dimensions of organizational alienation. A significant difference was found in favor of vocational high school teachers between their school type and the "normlessness" sub-dimension of organizational alienation and the "surface behavior" sub-dimension of emotional labor. (5) A significant negative relationship was found between teachers' perceptions of organizational alienation and emotional labor, a significant negative relationship was found between teachers' perceptions of organizational alienation and their teaching-learning process behaviors, and a significant positive relationship was found between teachers' perceptions of emotional labor and their teaching-learning process behaviors. Keywords: Emotional Labor, Organizational Alienation, Teacher Behaviors in Teaching-Learning Process
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
