Sınıf öğretmenlerinin okul iklimi algıları ile örgütsel sessizlik arasındaki ilişki
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Dosyalar
Tarih
2023
Yazarlar
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Yayıncı
Hatay Mustafa Kemal Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma sınıf öğretmenlerinin okul iklimi ile örgütsel sessizlik algıları arasındaki ilişkiyi incelemek amacıyla gerçekleştirilmiştir. Araştırma nicel olarak ilişkisel tarama modelinde tasarlanmıştır. Araştırmanın örneklemi, Hatay ili Antakya ve Defne ilçeleri resmi ilkokullarında görev yapan öğretmenlerden oluşmaktadır. Katılımcılar, uygun örnekleme yöntemi kullanılarak belirlenmiştir. Araştırmaya, 2020-2021 eğitim-öğretim yılında Hatay ili Antakya ve Defne ilçeleri resmi ilkokullarında görev yapan 338 öğretmen katılmıştır. Araştırmaya ait veriler, 'Örgütsel Sessizlik Ölçeği' ve 'Okul İklimi Ölçeği' kullanılarak elde edilmiştir. Verilerin analizinde; betimsel istatistikler, ilişkisiz örneklemler için t testi, tek yönlü varyans analizi, Pearson Momentler Çarpımı Korelasyon Katsayısı ve Çoklu Doğrusal Regresyon Analizi kullanılmıştır. Araştırma sonucunda, öğretmenlerin okul iklimi algılarının iyi düzeyde; örgütsel sessizlik algılarının orta düzeyde olduğu görülmektedir. Bununla birlikte öğretmenlerin okul iklimi algı puanlarının en yüksek profesyonel öğretmen davranışı alt boyutunda, en düşük ise çevre baskısı alt boyutunda olduğu tespit edilmiştir. Öğretmenlerin örgütsel sessizlik algı puanlarının en yüksek yönetici alt boyutunda en düşük okul ortamı alt boyutunda olduğu tespit edilmiştir. Öğretmenlerin okul iklimi algıları mesleki kıdem ve okuldaki tecrübe yılına göre; örgütsel sessizlik algıları ise cinsiyet, okuldaki tecrübe yılı ve eğitim durumuna göre anlamlı bir farklılık göstermediği belirlenmiştir. Ancak öğretmenlerin okul iklimi algıları cinsiyet, yaş ve eğitim durumuna göre anlamlı bir şekilde farklılık gösterirken; örgütsel sessizlik algıları ise yaş ve mesleki kıdeme göre anlamlı bir şekilde farklılık göstermektedir. Buna göre kadın öğretmenler, profesyonel öğretmen davranışlarını erkek öğretmenlerden daha sık göstermektedir. Yüksekokul mezunu öğretmenlerin öğrenci başarı baskısı algıları lisans ve üstü mezunu olan öğretmenlere göre yüksek bulunurken, 51 ve üstü yaş grubundaki öğretmenlerin okul başarı baskısı algıları 21- 40 yaş grubundaki öğretmenlere göre daha yüksek çıkmıştır. 41-50 yaş grubundaki öğretmenlerin yönetici algıları, 21-40 yaş grubundaki öğretmenlere göre daha düşük çıkmıştır. Mesleki kıdemi 21 yıl ve üstü olan öğretmenlerin sessizliğin kaynağı algıları, mesleki kıdemi 1-10 yıl olan öğretmenlere göre daha düşük olduğu tespit edilmiştir. Mesleki kıdemi 11-20 yıl olan öğretmenlerin izolasyon algıları, mesleki kıdemi 1-10 yıl olan öğretmenlere göre düşük çıkmıştır. Öğretmenlerin okul iklimi ile örgütsel sessizlik algıları arasında orta düzeyde negatif yönde anlamlı bir ilişkinin olduğu belirlenmiştir. Regresyon analizi sonuçlarına göre, okul iklimi alt boyutlarının örgütsel sessizliğin alt boyutlarından en çok okul ortamı alt boyutuna yaklaşık % 41 oranında etki ettiği tespit edilmiştir. Okul ikliminin meslektaş liderliği ve öğrenci başarı baskısı alt boyutları, örgütsel sessizliğin duygu alt boyutunu negatif yönde ve anlamlı bir şekilde yordadığı saptanmıştır. Ayrıca okul ikliminin meslektaş liderliği alt boyutu, örgütsel sessizliğin yönetici, sessizliğin kaynağı ve izolasyon alt boyutlarını negatif yönde ve anlamlı bir şekilde yordadığı görülmektedir. Mesleğe yeni başlayan öğretmenlere karşı okul yönetiminin daha ılımlı davranması, onlara yol göstermesi ve öğretmenler arasında öğrenme amaçlı paylaşımın desteklenmesi, öğretmenlerin yaptığı başarılı işlerin takdir edilmesi ve desteklenmesi öneriler arasında sayılabilir.
This research was carried out to examine the relationship between classroom teachers' school climate and organizational silence perceptions. The research was quantitatively designed in relational screening model. The sample of the research consists of teachers working in the state primary schools of Antakya and Defne districts in Hatay province. Participants were selected using the convenient sampling method. In the 2020-2021 academic year, 338 teachers working in the state primary schools of Hatay province Antakya and Defne districts participated in the research. The data of the research were obtained by using the 'Organizational Silence Scale' and the 'School Climate Scale'. In the analysis of data; descriptive statistics, t-test for unrelated samples, one-way analysis of variance, Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression Analysis were used. As a result of the research, teachers' perceptions of school climate are at a good level; organizational silence perceptions are observed at a moderate level. However, it was determined that the teachers' school climate perception scores were highest in the professional teacher behavior sub-dimension and the lowest in the environmental pressure sub-dimension. It was determined that the teachers' organizational silence perception scores were the highest in the administrator sub dimension and the lowest in the school environment sub-dimension. Perceptions of teachers' school climate according to professional seniority and years of experience in school showed a significat difference in organizational silence perceptions. On the other hand, it did not show a significant difference according to gender, years of experience at school and educational status. However, teachers' perceptions of school climate differ significantly according to gender, age and educational status; organizational silence perceptions differ significantly according to age and professional seniority. Accordingly, female teachers show professional teacher behaviors more frequently than male teachers. While the perceptions of student achievement pressure of the teachers who graduated from high school were higher than the teachers with bachelor's and master's degree. The perceptions of school success pressure of the teachers in the 51 and over age group were higher than the teachers in the 21-40 age group. The perceptions of the administrators of the teachers in the 41-50 age group were lower than the teachers in the 21-40 age group. It has been determined that the perceptions of the source of silence of teachers with a professional seniority of 21 years and above are lower than those of teachers with a professional seniority of 1-10 years. The isolation perceptions of teachers with a professional seniority of 11-20 years were lower than those of teachers with a professional seniority of 1-10 years. It was determined that there was a moderately negative and significant relationship between teachers' school climate and organizational silence perceptions. According to the results of the regression analysis, it was determined that the school climate sub-dimensions affected the school environment sub-dimension the most, by about 41%, among the sub dimensions of organizational silence. It was detected that colleague leadership and student achievement pressure sub-dimensions of school climate predicts emotion sub-dimension of organizational silence negatively and significantly. In addition, it is seen that colleague leadership sub-dimension of school climate predicts manager, source of silence and isolation sub-dimensions of organizational silence negatively and significantly. Among the suggestions are that the school administration behaves more moderately towards the new teachers, guiding them, supporting the sharing of learning among the teachers, appreciating and supporting the successful work of the teachers.
This research was carried out to examine the relationship between classroom teachers' school climate and organizational silence perceptions. The research was quantitatively designed in relational screening model. The sample of the research consists of teachers working in the state primary schools of Antakya and Defne districts in Hatay province. Participants were selected using the convenient sampling method. In the 2020-2021 academic year, 338 teachers working in the state primary schools of Hatay province Antakya and Defne districts participated in the research. The data of the research were obtained by using the 'Organizational Silence Scale' and the 'School Climate Scale'. In the analysis of data; descriptive statistics, t-test for unrelated samples, one-way analysis of variance, Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression Analysis were used. As a result of the research, teachers' perceptions of school climate are at a good level; organizational silence perceptions are observed at a moderate level. However, it was determined that the teachers' school climate perception scores were highest in the professional teacher behavior sub-dimension and the lowest in the environmental pressure sub-dimension. It was determined that the teachers' organizational silence perception scores were the highest in the administrator sub dimension and the lowest in the school environment sub-dimension. Perceptions of teachers' school climate according to professional seniority and years of experience in school showed a significat difference in organizational silence perceptions. On the other hand, it did not show a significant difference according to gender, years of experience at school and educational status. However, teachers' perceptions of school climate differ significantly according to gender, age and educational status; organizational silence perceptions differ significantly according to age and professional seniority. Accordingly, female teachers show professional teacher behaviors more frequently than male teachers. While the perceptions of student achievement pressure of the teachers who graduated from high school were higher than the teachers with bachelor's and master's degree. The perceptions of school success pressure of the teachers in the 51 and over age group were higher than the teachers in the 21-40 age group. The perceptions of the administrators of the teachers in the 41-50 age group were lower than the teachers in the 21-40 age group. It has been determined that the perceptions of the source of silence of teachers with a professional seniority of 21 years and above are lower than those of teachers with a professional seniority of 1-10 years. The isolation perceptions of teachers with a professional seniority of 11-20 years were lower than those of teachers with a professional seniority of 1-10 years. It was determined that there was a moderately negative and significant relationship between teachers' school climate and organizational silence perceptions. According to the results of the regression analysis, it was determined that the school climate sub-dimensions affected the school environment sub-dimension the most, by about 41%, among the sub dimensions of organizational silence. It was detected that colleague leadership and student achievement pressure sub-dimensions of school climate predicts emotion sub-dimension of organizational silence negatively and significantly. In addition, it is seen that colleague leadership sub-dimension of school climate predicts manager, source of silence and isolation sub-dimensions of organizational silence negatively and significantly. Among the suggestions are that the school administration behaves more moderately towards the new teachers, guiding them, supporting the sharing of learning among the teachers, appreciating and supporting the successful work of the teachers.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
