Sınıf öğretmenlerinin örgütsel adalet algıları
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Dosyalar
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, "Sınıf öğretmenlerinin örgütsel adalet algılarının" ne düzeyde olduğunu tespit etmektir. Veri toplama aracı olarak Niehoff ve Moorman (1993) tarafından geliştirilen Polat (2007) tarafından Türkçeye uyarlanan "Örgütsel Adalet Ölçeği" kullanılmıştır. Araştırmanın modeli, nicel araştırma paradigması içinde yer alan ilişkisel tarama modeli ile gerçekleştirilmiştir. Araştırmada örgütsel adalet, dağıtımsal adalet, işlemsel adalet ve etkileşimsel adaletin demografik değişkenlerle (cinsiyet, yaş, kıdem, kurumdaki görev süresi) ilişkisi incelenmiştir. Araştırmanın çalışma evrenini 559 sınıf öğretmeni oluşturmaktadır. Kolayda örnekleme yöntemi ile 269 sınıf öğretmeninden veri toplanmıştır. Veri analizleri için LISREL ve SPSS programları kullanılmıştır. Araştırma sonucunda sınıf öğretmenlerinin yüksek düzeyde örgütsel adalet algısına sahip oldukları tespit edilmiştir. Sınıf öğretmenlerinin örgütsel adaletin alt boyutlarında olan dağıtımsal adalet, işlemsel adalet ve etkileşimsel adalet algıları da yüksek düzeydedir. Sınıf öğretmenlerinin örgütsel adalet ölçek toplamı, dağıtımsal adalet ve etkileşimsel adalet algılarının cinsiyet, kıdem ve kurumdaki görev süresi ile anlamlı bir farklılık olmadığı, yaş ile anlamlı bir farklılığın olduğu tespit edilmiştir. Sınıf öğretmenlerinin işlemsel adalet algılarının cinsiyet, yaş, kıdem ve kurumdaki görev süresi ile anlamlı bir farklılık göstermediği tespit edilmiştir.
The purpose of this research is to determine the level of "primary school teachers' perceptions of organizational justice". The "Organizational Justice Scale", which was developed by Niehoff and Moorman (1993) and adapted into Turkish by Polat (2007), was used as a data collection tool. The model of the research was carried out with the relational survey model, which is included in the quantitative research paradigm. In the research, the relationship between organizational justice, distributive justice, procedural justice and interactional justice with demographic variables (gender, age, seniority, tenure in the institution) was examined. The universe of the research consists of 559 primary school teachers. Data were collected from 269 classroom teachers using the convenience sampling method. LISREL and SPSS programs were used for data analysis. As a result of the research, it was determined that the primary school teachers had a high level of organizational justice perception. Primary school teachers' perceptions of distributive justice, procedural justice and interactional justice, which are sub-dimensions of organizational justice, are also high. It was determined that the primary school teachers' perceptions of organizational justice scale total, distributive justice and interactional justice did not differ significantly with gender, seniority and tenure in the institution, but there was a significant difference with age. It has been determined that the procedural justice perceptions of primary school teachers do not differ significantly with gender, age, seniority and tenure in the institution.
The purpose of this research is to determine the level of "primary school teachers' perceptions of organizational justice". The "Organizational Justice Scale", which was developed by Niehoff and Moorman (1993) and adapted into Turkish by Polat (2007), was used as a data collection tool. The model of the research was carried out with the relational survey model, which is included in the quantitative research paradigm. In the research, the relationship between organizational justice, distributive justice, procedural justice and interactional justice with demographic variables (gender, age, seniority, tenure in the institution) was examined. The universe of the research consists of 559 primary school teachers. Data were collected from 269 classroom teachers using the convenience sampling method. LISREL and SPSS programs were used for data analysis. As a result of the research, it was determined that the primary school teachers had a high level of organizational justice perception. Primary school teachers' perceptions of distributive justice, procedural justice and interactional justice, which are sub-dimensions of organizational justice, are also high. It was determined that the primary school teachers' perceptions of organizational justice scale total, distributive justice and interactional justice did not differ significantly with gender, seniority and tenure in the institution, but there was a significant difference with age. It has been determined that the procedural justice perceptions of primary school teachers do not differ significantly with gender, age, seniority and tenure in the institution.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training