İlköğretim okulu öğretmenlerinin müdürlerinin duygusal zekâ düzeylerine ilişkin algıları ile öğretmenlerin örgütsel kimliği arasındaki ilişkinin incelenmesi (İzmir ili Karşıyaka ilçesi örneği)
Abstract
Bu araştırma, ilköğretim kurumlarında görev yapan okul müdürlerinin duygusal zekâ becerilerine ilişkin öğretmen algıları ile öğretmenlerin örgütsel kimliklenmesi arasındaki ilişkinin açıklanması amacı ile yapılmıştır. Araştırmanın modeli, ilişkisel taramadır. Araştırmanın evrenini İzmir İli Karşıyaka ilçesi ilköğretim okullarında görev yapan öğretmenler oluşturmaktadır. Araştırmanın verilerinin toplanmasında evrenin tümüne ulaşılmaya çalışılmış, toplam 466 öğretmenin verileri kullanılmıştır. Veri toplama aracının birinci bölümünde katılımcıların demografik özelliklerini ortaya çıkaracak sorular sorulmuştur. İkinci bölümde örgütsel kimliklenme düzeylerini ölçmek için Van Dick ve Wagner (2002) tarafından hazırlanan ve Nihal Mamatoğlu'nun (2008) Türkçeye uyarladığı 'Çoklu Örgütsel Kimliklenme Ölçeği' kullanılmıştır. Üçüncü bölümde, okul müdürlerinin duygusal zeka becerilerine ilişkin öğretmen algılarını ölçmek için Öztekin ve Zencirci (2006) tarafından geliştirilen 'Yöneticilerin Duygusal Zekâ Becerilerini Değerlendirme Ölçeği' kullanılmıştır.Araştırma verilerinin analizinde tanımlayıcı istatistiksel metotların (Frekans, Yüzde, Ortalama, Standart sapma) yanı sıra verilerin karşılaştırılmasında tek yönlü varyans analizi ve t testi kullanılmıştır. Öğretmenlere göre, örgütsel kimlik algısı ile müdürlerin duygusal zeka arasındaki ilişkileri saptamak için korelasyon analizi kullanılmıştır.Araştırma bulgularına göre, okul müdürlerinin duygusal zeka becerilerine ilişkin öğretmen algıları ile örgütsel kimliklenmenin; takım üyeliği, değerlendirici kimliklenme, kendini öğretmen olarak sınıflandırma, duygusal mesleki kimliklenme alt boyutlarında anlamlı ilişki bulunmuştur. Ayrıca araştırmada okul müdürlerinin duygusal zekasına ilişkin öğretmenlerin algılarında cinsiyet, yaş ve mesleki kıdem değişkenlerinde anlamlı farklılıklar bulunmuş, aynı okulda çalışma süresi ve branşa göre bir farklılık bulunamamıştır. Öte yandan öğretmenlerin örgütsel kimliklenme düzeylerinde cinsiyet, mesleki kıdem, branş ve yaşa göre anlamlı farklılıklar bulunmuş, aynı okulda çalışma süresine göre ise anlamlı bir fark bulunamamıştır.
This study was conducted in order to explain the relationship between perceptions of teachers about emotional intelligence skills of principals working in elementary schools and teachers' organizational identification.The research model of this study is correlational survey. The research population consists of teachers working in elementary schools located in Karşıyaka district of Izmir province. All research population was tried to be reached during data collection; data from 466 teachers were obtained. In the first part of data collection tool, participants were asked questions to reveal their demographic characteristics. In the second part, 'Multi-organizational Identification Scale', which was prepared by Van Dick and Wagner (2002), and adapted to Turkish by Nihal Mamatoğlu (2008), was used to measure the level of organizational identification. In the third section, 'Evaluation Scale of the Administrators' Emotional Intelligence Skills' developed by Öztekin and Zencirci (2006), was used in order to measure teachers' perception about emotional intelligence skills of school administrators. Descriptive statistical methods (frequency, percent, mean, standard deviation) as well as one-way analysis of variance and t-test were used to compare and analyze the research data. Correlation analysis was used to determine the relationship between perceptions of theachers' organizational identity and teachers' perception about emotional intelligence of school administrators According to research findings, a significant relationship was found between teachers' perception about school administrators' emotional intelligence skills and organizational identification; team membership, evaluative identification, self-categorization as a teacher and affective occupational identification sub-groups. Moreover, significant differences were found between perceptions of school teachers about emotional intelligence of school administrators and gender, age and professional seniority variables but not with term of employment in the same school and branch variables. On the other hand, significant differences were found between the level of organizational identification and gender, professional seniority, branch and age but not with term of employment in the same school.
This study was conducted in order to explain the relationship between perceptions of teachers about emotional intelligence skills of principals working in elementary schools and teachers' organizational identification.The research model of this study is correlational survey. The research population consists of teachers working in elementary schools located in Karşıyaka district of Izmir province. All research population was tried to be reached during data collection; data from 466 teachers were obtained. In the first part of data collection tool, participants were asked questions to reveal their demographic characteristics. In the second part, 'Multi-organizational Identification Scale', which was prepared by Van Dick and Wagner (2002), and adapted to Turkish by Nihal Mamatoğlu (2008), was used to measure the level of organizational identification. In the third section, 'Evaluation Scale of the Administrators' Emotional Intelligence Skills' developed by Öztekin and Zencirci (2006), was used in order to measure teachers' perception about emotional intelligence skills of school administrators. Descriptive statistical methods (frequency, percent, mean, standard deviation) as well as one-way analysis of variance and t-test were used to compare and analyze the research data. Correlation analysis was used to determine the relationship between perceptions of theachers' organizational identity and teachers' perception about emotional intelligence of school administrators According to research findings, a significant relationship was found between teachers' perception about school administrators' emotional intelligence skills and organizational identification; team membership, evaluative identification, self-categorization as a teacher and affective occupational identification sub-groups. Moreover, significant differences were found between perceptions of school teachers about emotional intelligence of school administrators and gender, age and professional seniority variables but not with term of employment in the same school and branch variables. On the other hand, significant differences were found between the level of organizational identification and gender, professional seniority, branch and age but not with term of employment in the same school.
Description
Keywords
Eğitim ve Öğretim, İşletme, Duygusal zeka, Eğitim yönetimi, Güç yönetimi, Education and Training, Okul yönetici algısı, Business Administration, Emotional intelligence, Okul yöneticileri, Educational administration, Örgütsel kimlik, Power management, School administrators perception, Öğretmen algısı, School administrators, Organizational identification, Öğretmenler, Teacher perception, İlköğretim okulları, Teachers, Primary education schools, İlköğretim öğretmenleri, Primary education teachers