İlköğretim okulu yöneticilerinin öğretmenlere sağlanan örgütsel desteğe ilişkin görüşleri, öğretmenlerin örgütsel destek algısı ve örgütsel bağlılıkla ilişkisi
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Date
2011
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Eğitim Bilimleri Enstitüsü
Abstract
The purpose of this study is to investigate the opinions of primary schools principals about organizational support provided for teachers, and the perception of organizational support and its relationship with the level of organizational commitment for the teachers working at primary schools in Turkey. This study is designed based on survey method and quantitative research techniques. Teachers and school headteachers, working at public and private primary schools from 23 cities chosen out of 12 regions determined according to NUTS1 geographical region, are the target population of the study. The total numbers of participants are 433 teachers and 383 headteacherss from public primary schools and 454 teachers and 295 school headteachers from private elementary schools. Thus, the total of 1565 educators participated into this study.The data of the study was gathered through ?Perceived Organizational Support Scale? developed by the researcher and ?Organizational Commitment Scale? developed by Balay (2000). The Ministry of Education- Educational Research and Development Department (EARGED) supported the reproduction and implementation process of the scales. Percentages and frequencies, means, standard deviations, t-test, analysis of variance (ANOVA), Kruskall Wallis test, Mann Whitney U test and regression analaysis were used to analyze data collected from the school headteachers and the teachers.As a result of the study, it was seen that teachers? perception of organizational support in the dimensions of organizational justice, supervisors support and organizational rewards and job conditions were significantly differ according to the region of the work place and school types. Based on experience variable there was significant difference on school principals?? ideas about organizational justice, supervisors support and organizational rewards and job conditionals support provided for teachers.Organizational commitment of teachers? ideas on coherence did not show significant difference based on gender, branch, marital status, region, and school size. However, teachers worked at public schools showed higher compliance organizational commitment than did teachers worked at private schools. Teachers? opinions for organizational commitment of identification dimension showed significant difference based on type of school, region and school size. Internalization of organizational commitment was significantly different based on teacher?s gender, education level, region and school size.Compliance, identification, and internalization as sub categories of teachers? organizational commitment are predictors of the perception of organizational support?s sub categories. School size, gender and experience are predictors of organizational justice; school size and school types are predictors of supervisor support and school size, school types, gender and experience are predictors of organizational rewards and job conditions.
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İlköğretim, örgütsel destek