Özel ilköğretim okullarında çalışan öğretmenlerin örgütsel bağlılık düzeylerinin incelenmesi
Abstract
Günümüzde hızla gelişen rekabet ortamında örgütlerin ayakta kalması, çalışanların performansları ile ilişkilidir. Örgütlerine yüksek bağlılık gösteren çalışanlar, örgütlerinin amaçlarını içselleştirerek, örgütün başarısı için ellerinden gelenin en iyisini yapar ve örgütlerinde kalmak isterler. Özellikle özel okullarda gözlemlenen öğretmenlerin yeni iş arayışı içinde olmalarından yola çıkılarak yapılan bu çalışmada, özel ilköğretim okullarında çalışan öğretmenlerin örgütsel bağlılık düzeylerini belirlemeye yöneliktir. Araştırmaya İstanbul ili Üsküdar, Kadıköy ve Ümraniye'deki özel okullarda görev yapan 364 öğretmen katılmıştır. Çalışmada, Meyer ve Allen (1990) tarafından geliştirilen ve Wasti (2000) tarafından Türkçe 'ye çevrilen 'Örgütsel Bağlılık Ölçeği' kullanılmıştır. Verilerin analiz edilmesinde SPSS 22 programı kullanılmıştır. Katılımcıların genel ve alt boyutlarda örgütsel bağlılığa ilişkin görüşlerinin analizi için aritmetik ortalama hesaplaması yapılmıştır. Öğretmenlerin örgütsel bağlılığa ilişkin görüşlerinin cinsiyet, çalıştıkları okul düzeyi ve öğrenim düzeylerine göre karşılaştırılmasında bağımsız T-testi uygulanırken; branş ve mesleki kıdemlerine göre karşılaştırılmasında Tek Yönlü Varyans Analizi (ANOVA) testi uygulanmıştır. Öğretmenlerin örgütsel bağlılığa ilişkin görüşlerinin görev yaptıkları okuldaki kıdemlerine karşılaştırılmasında ise grup normal dağılım göstermediği için Kruskal-Wallis testi uygulanmıştır. Yapılan analizlerde anlamlılık düzeyi p<0,05 olarak belirlenmiştir. Çalışmanın sonucunda, öğretmenlerin duygusal ve normatif bağlılık alt boyutlarında 'katılıyorum' düzeyinde bağlılık gösterdikleri sonucuna ulaşılırken, devam bağlılığı ve genel düzeyde 'kararsızım' düzeyinde bağlılık gösterdikleri sonucuna ulaşılmıştır. Öğretmenlerin örgütsel bağlılığa ilişkin görüşlerini cinsiyet, branş, çalıştıkları okul düzeyi ve öğrenim düzeylerine göre anlamlı farklılık göstermezken; okul kıdemleri ve mesleki kıdemlerine göre anlamlı farklılık gösterdiği sonucuna ulaşılmıştır.
The survival of the organizations in the rapidly developing competitive environment is related to the performance of the employees. Employees who have a high commitment to their organizations, internalize the goals of their organizations, do their best for the success of the organization and want to stay in their organizations. The aim of this study is to determine the level of organizational commitment of teachers working in private primary and middle schools as teachers are observed to be looking for new job opportunities. 364 teachers from Istanbul, Üsküdar, Kadıköy and Ümraniye participated in the study. In this study, 'Organizational Commitment Scale' which was developed by Meyer and Allen (1990) and translated into Turkish by Wasti (2000) was used. SPSS 22 program was used to analyze the data. For the analysis of the views of the participants on organizational commitment in general and sub-dimensions, an arithmetic mean calculation was made. Independent T-test was used to compare teachers' views on organizational commitment according to their gender, school level and level of education. One-Way ANOVA was applied to compare the branch and vocational seniority. In the comparison of teachers' views on organizational commitment to their seniority at school, Kruskal-Wallis test was applied because the group did not show normal distribution. The level of significance was determined as p <0.05 in the analysis. As a result of the study, it was concluded that the teachers showed 'agree' level of commitment in the emotional and normative commitment; while they showed 'neutral' level of organizational commitment in the continuance commitment and at the general level. While there is no significant difference between teachers' views on organizational commitment according to their gender, branch, school level and level of education; it is concluded that there is a significant difference according to school seniority and vocational seniority.
The survival of the organizations in the rapidly developing competitive environment is related to the performance of the employees. Employees who have a high commitment to their organizations, internalize the goals of their organizations, do their best for the success of the organization and want to stay in their organizations. The aim of this study is to determine the level of organizational commitment of teachers working in private primary and middle schools as teachers are observed to be looking for new job opportunities. 364 teachers from Istanbul, Üsküdar, Kadıköy and Ümraniye participated in the study. In this study, 'Organizational Commitment Scale' which was developed by Meyer and Allen (1990) and translated into Turkish by Wasti (2000) was used. SPSS 22 program was used to analyze the data. For the analysis of the views of the participants on organizational commitment in general and sub-dimensions, an arithmetic mean calculation was made. Independent T-test was used to compare teachers' views on organizational commitment according to their gender, school level and level of education. One-Way ANOVA was applied to compare the branch and vocational seniority. In the comparison of teachers' views on organizational commitment to their seniority at school, Kruskal-Wallis test was applied because the group did not show normal distribution. The level of significance was determined as p <0.05 in the analysis. As a result of the study, it was concluded that the teachers showed 'agree' level of commitment in the emotional and normative commitment; while they showed 'neutral' level of organizational commitment in the continuance commitment and at the general level. While there is no significant difference between teachers' views on organizational commitment according to their gender, branch, school level and level of education; it is concluded that there is a significant difference according to school seniority and vocational seniority.
Description
Keywords
Eğitim ve Öğretim, Örgütsel bağlılık, Özel okullar, Education and Training, Organizational commitment, Öğretmenler, Special schools, İlköğretim, Teachers, Primary education, İlköğretim okulları, Primary education schools