Öğretmenlerin Örgütsel Antikırılganlığa İlişkin Görüşleri: Bir Q Metodoloji Çalışması

Abstract

Bu çalışma, öğretmenlerin örgütlerinin antikırılganlık kapasitesine ilişkin algılarını Q metodolojisi kullanarak incelemeyi amaçlamaktadır. Araştırmaya, İstanbul’un çeşitli ilçelerindeki devlet ve özel okullarda görev yapan toplam 20 öğretmen katılmıştır. Örgütlerin antikırılganlığı yedi temel tema üzerinden ele alınmıştır: kazanç için seçeneklilik, düzensizliği kucaklama, öğrenme ve gelişim, iş birliği ve liderlik, dirençlilik ve esneklik, sistemsel faktörler ve dışsal faktörler. Bu temalar doğrultusunda, otuz dört ifadeden oluşan bir Q örneklemi geliştirilmiştir. Verilerin analizi, öğretmenlerin örgütlerinin antikırılganlık kapasitelerine dair altı farklı bakış açısını ortaya çıkarmıştır. Bu bakış açıları, örgütlerin krizlere nasıl yanıt verdiğine, değişime nasıl uyum sağladığına ve iş birliği ile liderlik dinamiklerini nasıl geliştirdiğine dair önemli ipuçları sunmaktadır. Çalışmada belirlenen altı görüş şunlardır: kırılganlık, uyum sağlama ve esneklik, destek ve dayanışma, dijital ve stratejik dirençlilik, belirsizlik karşısında yetersizlik ve strateji ile liderlik odaklı dirençlilik. Bulgular, örgütlerin antikırılganlık kapasitelerinin geliştirilmesinin krizlere daha etkili yanıt verebilmek açısından önemini vurgulayarak eğitim politikaları ve okul yönetimleri için değerli çıkarımlar sunmaktadır.

Keywords

• Antikırılganlık
• Örgütsel dayanıklılık
• Q metodoloji
• Kriz yönetimi

Teachers' Perceptions of Organizational Antifragility: A Q Methodology Study

Abstract

This study aims to examine teachers' perceptions of their organizations' antifragility capacity using Q methodology. A total of 20 teachers working in public and private schools across various districts of Istanbul participated in the research. Organizational antifragility was addressed through seven main themes: optionality for gain, embracing disorder, learning and development, collaboration and leadership, resilience and flexibility, systemic factors, and external factors. Based on these themes, a Q sample consisting of thirty-four statements was developed. Data analysis revealed six distinct perspectives regarding teachers' perceptions of their organizations' antifragility capacities. These perspectives provide important insights into how organizations respond to crises, adapt to change, and develop collaboration and leadership dynamics. The six perspectives identified in the study are: fragility, adaptability and flexibility, support and solidarity, digital and strategic resilience, inadequacy in the face of uncertainty, and strategy- and leadership-oriented resilience. The findings emphasize the importance of developing organizational antifragility capacities to respond more effectively to crises, offering valuable implications for educational policies and school management.

Keywords

• Antifragility
• Organizational Resilience
• Q Methodology
• Crisis Management

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