Yenilikçi Okul ve Okulların Değişime Açıklığının Öğretmenlerin Uyumsal Performansına Etkisi

Year 2024, , 791 - 813, 31.10.2024

Tuğba Alagöz , Suzan Canlı

https://doi.org/10.30831/akukeg.1466406

Abstract

Bu araştırmada, öğretmenlerin yenilikçi okul ve okulların değişime açıklık algılarının uyumsal performans algılarına etkisini incelemek amaçlanmıştır. Araştırmada yordayıcı korelasyonel desen kullanılmıştır. Örneklemin belirlenmesinde basit tesadüfi örnekleme yöntemi kullanılmıştır. Örneklemi 258 öğretmen oluşturmuştur. Verilerinin toplanmasında Kişisel Bilgi Formu, Yenilikçi Okul Ölçeği, Okulların Değişime Açıklık Ölçeği ve Öğretmenlerin Algıladıkları Uyumsal Performans Ölçeği kullanılmıştır. Verilerin analizinde betimsel istatistik, Pearson korelasyon ve hiyerarşik regresyon analizi kullanılmıştır. Araştırmada, öğretmenlerin yenilikçi okul ve uyumsal performans algıları yüksek, okulların değişime açıklık algıları orta düzeyde bulunmuştur. Yenilikçi okul ile okulların değişime açıklığının birlikte uyumsal performansı anlamlı bir şekilde yordadığı belirlenmiştir. Yenilikçi okul ile okulların değişime açıklığının birlikte iken Örgütsel engeller, Öğretmenlerin değişime açıklığı ve Okul çevresinin değişim baskısı boyutlarının uyumsal performansın anlamlı yordayıcıları olduğu belirlenmiştir. Öğretmenlerin uyumsal performanslarının daha fazla artması için hem okullarda yenilikçi uygulamaların gerçekleştirilmesinin hem de okulların değişime açıklığının arttırılmasının gerekli olduğu sonucuna ulaşılmıştır. Okullarda yeniliklerin engellenmesine neden olan faktörlerin önlenmesine, öğretmenlerin ve okul çevresinin değişime açıklığının arttırılmasına yönelik öneriler sunulmuştur.

Keywords

Değişime açıklık, Öğretmen, Uyumsal performans, Yenilikçi okul

The Effect of Innovative Schools and Schools' Openness to Change on Teachers' Adaptive Performance

Abstract

In this study, it was aimed to examine the effect of teachers' perceptions of innovative schools and schools' openness to change on their perceptions of adaptive performance. Predictive correlational design was used in the study. Simple random sampling method was utilized to determine the sample. The sample consisted of 258 teachers. Personal Information Form, Innovative School Scale, Schools' Openness to Change Scale and Teachers' Perceived Adaptive Performance Scale were applied to collect the data. In data analysis, descriptive statistics, Pearson correlation and hierarchical regression analysis were used. In the study, teachers' perceptions of innovative schools and adaptive performance were found to be high, and their perceptions of schools’ openness to change were found to be moderate. It was determined that innovative school and schools' openness to change together significantly predicted adaptive performance. It was determined that the dimensions of organizational impediments, teachers' openness to change and school environment's press for change were significant predictors of adaptive performance while innovative schools and schools' openness to change were together. It was concluded that in order to increase the adaptive performance of teachers, it is necessary to realize innovative practices in schools and to increase the openness of schools to change. Suggestions were made to prevent the factors that hinder innovations in schools and to increase the openness to change of teachers and the school environment.

Keywords

Adaptive performance, Innovative school, Openness to change, Teacher

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