Okullarda örgütsel dedikodu ile bağlılık arasındaki ilişkinin öğretmen görüşlerine göre incelenmesi
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Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Siirt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, öğretmenlerin örgütsel dedikodu ve örgütsel bağlılığa ilişkin görüşleri incelenmiştir. Örgütsel dedikodu; en az iki kişi arasında ortamda bulunmayan kişiler hakkındaki olumlu veya olumsuz değerlendirici konuşmalar; örgütsel bağlılık ise çalışanların örgütün amaçlarına bağlı kalarak örgütte kalmaya devam etmesi ve işine, örgüte duyduğu iyi duyguları yansıtarak çalışması şeklinde tanımlanabilir. Bu araştırmanın amacı öğretmenlerin örgütsel dedikodunun işlevine ilişkin görüşleri ile örgütsel bağlılık düzeyleri arasındaki ilişkilerinin incelenmesidir. Bu araştırma nicel yöntemli olup ilişkisel tarama modelinde desenlenmiştir. Araştırmanın evrenini, Siirt ilinde görev yapan okul öncesi, ilkokul, ortaokul ve lise öğretmenleri, örneklemini ise belirtilen okul kademelerinde görev yapan 384 öğretmen oluşturmaktadır. Araştırmanın verileri, Han ve Dağlı (2018) tarafından geliştirilen "Örgütsel Dedikodu Ölçeği" ile Dağlı, Elçiçek ve Han (2018) tarafından uyarlanan "Örgütsel Bağlılık Ölçeği" kullanılarak elde edilmiştir. Öğretmenlerin örgütsel dedikodunun haberdar olma boyutuna ilişkin görüşlerinin ortalaması "orta", ilişkileri geliştirme boyutuna ilişkin görüşlerinin ortalaması "düşük", örgütsel zarar boyutuna ilişkin görüşlerinin ortalaması ise "yüksek" olduğu saptanmıştır. Cinsiyet, medeni durum, çalışılan okul kademesi, öğrenim durumu, görev, mesleki kıdem ve okul büyüklüğü değişkenlerine göre öğretmenlerin örgütsel dedikoduya yönelik görüşleri arasında anlamlı fark bulunmamıştır. Yaş değişkenine göre haberdar olma ve ilişkileri geliştirme boyutunda yaşı 27-31 arasında olan öğretmenlerin ve sosyal medya kullanım sıklığı değişkenine göre ise haberdar olma boyutunda sosyal medyayı çok kullanırım diyen öğretmenlerin lehine anlamlı fark bulunmuştur. Öğretmenlerin örgütsel bağlılığın duygusal bağlılık boyutuna ilişkin görüşlerinin ortalaması "yüksek", devam bağlılığı boyutuna ilişkin görüşlerinin ortalaması "orta" ve normatif bağlılık boyutuna ilişkin görüşlerinin ortalaması da "orta" düzey olduğu saptanmıştır. Okul büyüklüğü değişkenine göre öğretmenlerin örgütsel bağlılığa yönelik görüşleri arasında anlamlı fark bulunmamıştır. Cinsiyet değişkenine göre duygusal bağlılık boyutunda erkek öğretmenlerin, yaş değişkenine göre duygusal bağlılık, devam bağlılığı ve normatif bağlılık boyutlarında yaşı 37 yaş ve üzeri olan öğretmenlerin, medeni durum değişkenine göre duygusal bağlılık ve devam bağlılığı boyutlarında evli öğretmenlerin lehine, çalışılan okul kademesi değişkenine göre devam bağlılığı boyutunda ortaokulda çalışan öğretmenlerin aleyhine, öğrenim durumu değişkenine göre normatif bağlılık boyutunda öğrenim durumu lisans olan öğretmenlerin, görev değişkenine göre duygusal bağlılık ve devam bağlılığı boyutlarında görevi yönetici olan öğretmenlerin, mesleki kıdem değişkenine göre ise duygusal bağlılık ve devam bağlılığı boyutlarında mesleki kıdemi 11 yıl ve üzeri olan öğretmenlerin lehine anlamlı fark bulunmuştur. Öğretmenlerin örgütsel dedikodunun haberdar olma işlevine yönelik görüşleri ile bağlılıkları arasında negatif yönde, düşük düzeyde, anlamlı bir ilişkiye rastlanmıştır. Okuldaki örgütsel dedikodunun, öğretmenlerin örgütsel bağlılık düzeyinin anlamlı bir yordayıcısı olduğu saptanmıştır. Örgütsel dedikodunun zararlı işlevleri arttıkça öğretmenlerin bağlılıkları azalmaktadır.
In this study, teachers ' views on organizational gossip and organizational commitment were examined. Organizational gossip can be defined as positive or negative evaluative conversations between at least two people about those who are not in the environment; organizational commitment can be defined as employees continuing to stay in the organization, adhering to the goals of the organization, and working decisively to reflect their good feelings for their and work, the organization. The aim of this research is to examine the relationship between teachers ' views on the functions of organizational gossip and their level of organizational commitment. This research is quantitative research patterned as a relational survey model. The population of the study consists of preschool, primary, secondary and high school teachers working in Siirt province, and the sample is 384 teachers working at the specified school levels. Data from the study was obtained by using the "Organizational Gossip Scale" developed by Han and Dağ lı (2018) and the "Organizational Commitment Scale" adapted by Dağlı, Elçiçek and Han (2018). It was found that the mean of teachers ' views in the dimension of having information of organizational gossip was "medium", the mean of their views on the dimension of developing relations was "low", and the mean of their views on the dimension of organizational harm was "high". No significant differences were found between teachers ' views on organizational gossip according to gender, marital status, school grade, education status, task, professional seniority, and school size variables. A significant difference was found in favor of teachers aged 27-31 in the dimension of having information and developing relations according to the age variable, and teachers who said that they use social media a lot in the dimension of having information compared to the frequency of social media use .It was found that the mean of teachers 'views on the dimension of emotional commitment of organizational commitment was "high", the mean of their views on the dimension of continuance commitment was "moderate", and the mean of their views on the dimension of normative commitment was also "moderate". There was no significant difference between teachers ' views on organizational commitment according to the school size variable. Significant difference was found in the dimension of emotional commitment according to the gender variable, ( male teachers),in the dimension of the continuance commitment and normative commitment according to the age variable, (teachers aged 37 and over), in the dimension of the the continuance commitment and emotional commitment according to the marital status variable (married teachers), in the dimension of continuance commitment according to the school grade worked variable (against teachers working in secondary school), in normative commitment according to the level of education variable, (education status of undergraduate teachers), in the dimension of the variable of emotional commitment and continuance commitment according to the task variable, (teachers whose duties are administrators), in the dimension of continuance commitment and emotional commitment according to the professional seniority variable, (in favor of teachers with professional seniority of 11 years and above.) A negative, low-level, meaningful relation was found between teachers- ' views on the function of having information of organizational gossip and their commitment. It has been found that organizational gossip in school is a meaningful predictor of the level of organizational commitment of teachers. As the harmful functions of organizational gossip increase, teachers- ' commitment decreases.
In this study, teachers ' views on organizational gossip and organizational commitment were examined. Organizational gossip can be defined as positive or negative evaluative conversations between at least two people about those who are not in the environment; organizational commitment can be defined as employees continuing to stay in the organization, adhering to the goals of the organization, and working decisively to reflect their good feelings for their and work, the organization. The aim of this research is to examine the relationship between teachers ' views on the functions of organizational gossip and their level of organizational commitment. This research is quantitative research patterned as a relational survey model. The population of the study consists of preschool, primary, secondary and high school teachers working in Siirt province, and the sample is 384 teachers working at the specified school levels. Data from the study was obtained by using the "Organizational Gossip Scale" developed by Han and Dağ lı (2018) and the "Organizational Commitment Scale" adapted by Dağlı, Elçiçek and Han (2018). It was found that the mean of teachers ' views in the dimension of having information of organizational gossip was "medium", the mean of their views on the dimension of developing relations was "low", and the mean of their views on the dimension of organizational harm was "high". No significant differences were found between teachers ' views on organizational gossip according to gender, marital status, school grade, education status, task, professional seniority, and school size variables. A significant difference was found in favor of teachers aged 27-31 in the dimension of having information and developing relations according to the age variable, and teachers who said that they use social media a lot in the dimension of having information compared to the frequency of social media use .It was found that the mean of teachers 'views on the dimension of emotional commitment of organizational commitment was "high", the mean of their views on the dimension of continuance commitment was "moderate", and the mean of their views on the dimension of normative commitment was also "moderate". There was no significant difference between teachers ' views on organizational commitment according to the school size variable. Significant difference was found in the dimension of emotional commitment according to the gender variable, ( male teachers),in the dimension of the continuance commitment and normative commitment according to the age variable, (teachers aged 37 and over), in the dimension of the the continuance commitment and emotional commitment according to the marital status variable (married teachers), in the dimension of continuance commitment according to the school grade worked variable (against teachers working in secondary school), in normative commitment according to the level of education variable, (education status of undergraduate teachers), in the dimension of the variable of emotional commitment and continuance commitment according to the task variable, (teachers whose duties are administrators), in the dimension of continuance commitment and emotional commitment according to the professional seniority variable, (in favor of teachers with professional seniority of 11 years and above.) A negative, low-level, meaningful relation was found between teachers- ' views on the function of having information of organizational gossip and their commitment. It has been found that organizational gossip in school is a meaningful predictor of the level of organizational commitment of teachers. As the harmful functions of organizational gossip increase, teachers- ' commitment decreases.
Açıklama
Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Yönetimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
