Öğretmenlerin Örgütsel Sessizlik Davranışları ve Örgütsel Özdeşleşmeleri Arasındaki İlişki
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Tarih
2021
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info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın temel amacı çeşitli kademelerde görev yapan öğretmenlerin örgütsel sessizlik ve örgütselözdeşleşme düzeyleri arasındaki ilişkinin incelenmesidir. Bunun yanında örgütsel sessizlik ve örgütsel özdeşleşmearasındaki ilişkinin yönünü ve düzeyini belirleyebilmektedir. Bu bağlamda Düzce ilinde görevli toplamda 660öğretmenden Örgütsel Sessizlik ve Örgütsel Özdeşleşme ölçekleri ile veriler toplanmıştır ve araştırma ilişkiseltarama yöntemine uygun olarak tasarlanmıştır. Yapılan Mann Whitney-U-testi ve Kruskal Wallis-H testi analizisonuçlarına göre öğretmenlerin örgütsel sessizlik ve özdeşleşme düzeyleri ile çalıştıkları okul türü, yönetici ileaynı sendikadan olma ve çalışılan okul kademesine göre istatistiksel olarak anlamlı fark tespit edilmiştir.Öğretmenlerin cinsiyeti, kadro türleri (kadrolu-sözleşmeli-ücretli), kıdemlerine göre her iki değişken açısındanistatistiksel olarak anlamlı fark yoktur. Özel okullardaki örgütsel sessizlik düzeyi devlet okullarından anlamlışekilde daha yüksek olarak tespit edilmiştir. Bununla beraber okul kademeleri arasında da anlamlı farklılık sözkonusudur ve örgütsel sessizliğin en yüksek düzeyde lise kademesinde, en az düzeyde ise ilkokul kademesindeolduğu görülmektedir. Örgütsel özdeşleşme düzeyleri de kademeler arasında anlamlı farklılık göstermektedir.Örgütsel özdeşleşme en yüksek ilkokul kademesinde daha sonra ortaokul kademesinde iken en az düzeyde ise lisekademesinde görülmektedir. Örgütsel sessizlik ile örgütsel özdeşleşme arasında negatif, düşük düzeyde ve anlamlıkorelasyon vardır. Öğretmenlerin örgütsel sessizlik düzeyi arttıkça özdeşleşme düzeyleri düşmektedir. Okullardakatılımcı yönetim anlayışını yerleştirecek, her öğretmenin okulun değerli bir üyesi olduğu düşüncesini oluşturacakyönetsel uygulamalara daha çok yer verilmesi önemli görülmektedir.
The main purpose of this study is to reveal the relationship between organizational silence and organizational identification levels of teachers working at various levels. In addition, the other purpose of this research is to determine the direction and level of the relationship between organizational silence and organizational identification. In this context, data were collected from 660 teachers in total, in Düzce, with the Organizational Silence and Organizational Identification scales. According to the results of Mann Whitney-U test, Kruskal Wallis test analysis, there is a significant difference according to the organizational silence and identification levels of teachers, the type of school they work in, being from the same union with the manager and the level of school they work. There is no statistically significant difference in terms of gender, type of employment, seniority. The level of organizational silence in private schools was found to be significantly higher than in public schools. However, there is a significant difference between the school levels, and it is seen that the organizational silence is the highest at the high school level and the least organizational silence is at the primary school level. Organizational identification levels also differ significantly between levels. The highest organizational identification is seen at the primary school level and later at the secondary school level, while the lowest level of organizational identification is seen at the high school level. There is a negative, low level and significant correlation between organizational silence and organizational identification. As the organizational silence level of the teachers increases, their level of identification decreases. It is important to include more managerial practices in schools that will embrace participatory management, and that every teacher will be a valued member of the school.
The main purpose of this study is to reveal the relationship between organizational silence and organizational identification levels of teachers working at various levels. In addition, the other purpose of this research is to determine the direction and level of the relationship between organizational silence and organizational identification. In this context, data were collected from 660 teachers in total, in Düzce, with the Organizational Silence and Organizational Identification scales. According to the results of Mann Whitney-U test, Kruskal Wallis test analysis, there is a significant difference according to the organizational silence and identification levels of teachers, the type of school they work in, being from the same union with the manager and the level of school they work. There is no statistically significant difference in terms of gender, type of employment, seniority. The level of organizational silence in private schools was found to be significantly higher than in public schools. However, there is a significant difference between the school levels, and it is seen that the organizational silence is the highest at the high school level and the least organizational silence is at the primary school level. Organizational identification levels also differ significantly between levels. The highest organizational identification is seen at the primary school level and later at the secondary school level, while the lowest level of organizational identification is seen at the high school level. There is a negative, low level and significant correlation between organizational silence and organizational identification. As the organizational silence level of the teachers increases, their level of identification decreases. It is important to include more managerial practices in schools that will embrace participatory management, and that every teacher will be a valued member of the school.
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Anadolu Journal of Educational Sciences International
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11
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1
