Eğitim kurumlarında örgütsel bağlılık: Meslek yüksekokulları üzerine bir araştırma

Year 2014, Özel Sayı, 1 - 15, 01.04.2014

Ahmet Yaşar Demirkol

Abstract

Bu çalışmanın amacı, meslek yüksekokullarında çalışmakta olan öğretim elemanı ve yöneticilerin örgütsel bağlılık düzeylerini ölçmek; bunun cinsiyet, yaş, eğitim durumu, unvan ve kıdeme göre değişip değişmediğini belirlemektir. Bulgular ışığında karar alıcılara ve eğitim kurumları yöneticilerine iş görenlerin örgütsel bağlılığını artırmaya ilişkin öneriler sunulmuştur. Tarama modeliyle yürütülen araştırmanın çalışma grubu Akdeniz Üniversitesi’ne bağlı beş meslek yüksekokulunda 2012-2013 eğitim-öğretim yılında görevli 62 öğretim elemanından oluşmaktadır. Veriler, Allen ve Meyer (1990) tarafından geliştirilen ve Kaya ve Selçuk (2007) tarafından Türkçeye uyarlanan Örgütsel Bağlılık Ölçeği ile toplanmıştır. Veri analizinde betimsel istatistikler, Mann Whitney U Testi ve regresyon analizi kullanılmıştır. Elde edilen bulgulara göre, katılımcılar en yüksek katılımı sırası ile duygusal bağlılık, normatif bağlılık ve devam bağlılığı boyutlarında göstermiştir. Katılımcıların görüşleri cinsiyet ve idari görev yapıp yapmama durumuna göre değişmemektedir

Keywords

Örgütsel bağlılık, Duygusal bağlılık, Devam bağlılığı, Normatif bağlılık, Mesleki eğitim

[Organizational commitment in educational institutions: A research on vocational high schools]

Abstract

Educational organizations are social and open systems that have predetermined
goals; they coordinate activities and interact with the environment to achieve these goals
(Daft, 2004). Because organizations have predetermined goals and objectives set by people,
the human factor is an indispensable part of the organization. For the continuity and
compatibility of the organization it is very important what this factor feels and thinks, how
they behave, and whether or not they are efficient. Structure, management, leadership,
authority, communication, human relations, organizational behaviors, and many other
factors related to organizational life show differences from one organization to another. The
concept differentiating organizations from each other and affecting them in all conditions is
organizational culture (Torun, 2012).
Different metaphors have been developed to explain the structures and functions of
organizations in addition to theories and models. These include machine, organism, brain,
and culture metaphors (Alvesson, 2002). Organizational culture also includes dimensions
like leadership, motivation, and organizational commitment.
Organizational commitment plays an important role on the efficiency and
effectiveness of organizations; there are personal, organizational, and environmental factors
that affect organizational commitment. Researches in this field show that managers can
influence these factors and increase the commitment of employees towards their
organization (Durna & Eren, 2005).

Keywords

Organizational commitment, Affective commitment, Continuance commitment, Normative commitment, Vocational education

References

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• A Research on Vocational High Schools3
• Ahmet Yaşar DEMİRKOL4 Introduction
• Educational organizations are social and open systems that have predetermined
• goals; they coordinate activities and interact with the environment to achieve these goals
• (Daft, 2004). Because organizations have predetermined goals and objectives set by people,
• the human factor is an indispensable part of the organization. For the continuity and
• compatibility of the organization it is very important what this factor feels and thinks, how
• they behave, and whether or not they are efficient. Structure, management, leadership,
• authority, communication, human relations, organizational behaviors, and many other
• factors related to organizational life show differences from one organization to another. The
• concept differentiating organizations from each other and affecting them in all conditions is
• organizational culture (Torun, 2012).
• Different metaphors have been developed to explain the structures and functions of
• organizations in addition to theories and models. These include machine, organism, brain,
• and culture metaphors (Alvesson, 2002). Organizational culture also includes dimensions
• like leadership, motivation, and organizational commitment.
• Organizational commitment plays an important role on the efficiency and
• effectiveness of organizations; there are personal, organizational, and environmental factors
• that affect organizational commitment. Researches in this field show that managers can
• influence these factors and increase the commitment of employees towards their
• organization (Durna & Eren, 2005).
• Organizational commitment is the degree to which an employee identifies with a
• particular organization and its goals and wishes to maintain membership in the
• organization; that is, it is the employees’ orientation toward the organization in terms of his
• or her loyalty to, identification with, and involvement in the organization (Robbins &
• Coulter, 2007). Organizational commitment is divided into three different sub categories in
• literature: affective, normative, and continuance (Allen & Meyer, 1990).
• Affective commitment refers to employees’ affective attachment to the organization,
• identification with the organization, and active involvement in organizational processes.
• Employees with high affective commitment levels stay in an organization because they
• intrinsically desire to stay; this level of commitment represents the want to level of
• commitment. Normative commitment refers to an obligation to stay in an organization due
• to ethical reasons; this level is defined as the have to level since those who remain out of a
• sense of obligation (normative commitment) may do likewise only if they see it as a part of
• their duty, or as a means of reciprocation for benefits received. Continuance commitment
• reflects awareness about the costs of leaving the organization. Employees who have
• continuance commitment continue to stay in the organization because they need to (Meyer & Allen, 1991).
• An earlier version of this paper was presented at the IV. Educational Administration Forum (3-5 October 2013, Balıkesir, Turkey).
• This study has three aims: to measure the level of organizational commitment of the
• lecturers working at vocational high schools; to find out if this commitment depends on
• gender, age, education, title, and period of service; and to present suggestions to educational
• administrators and policy makers to increase the level of organizational commitment of
• lecturers, according to findings of the study. Method
• The research survey method was used for this study. The work tried to measure the
• level of organizational (affective, continuance, and normative) commitment of the lecturers
• working at vocational high schools and studied commitment in relation to gender, age,
• education, title, and period of service. The study group was composed of 62 lecturers of five
• different vocational high schools of Akdeniz University teaching in the 2012-2013 session.
• Demographic information about the study group is as follows: 41 (66%) male, 19 (31%)
• female; 15 (24%) had earned a bachelor degree, 28 (45%) earned a master's degree, and 18
• (29%) earned a PhD; 13 (21%) were a teacher, 37 (60%) a lecturer, 5 (8%) an assistant
• professor, and 1 (2%) an associate professor; 14 (%23) had administrative responsibilities,
• and 29 (47%) did not. Periods of service of the participants are as follows: 22 (36%) 1-3 years,
• (42%) 4-7 years, 8 (13%) 8-11 years, 3 (5%) 12-15 years.
• A five point Likert type scale was utilized for the study. A questionnaire with 19
• items, measuring the three types of organizational commitment developed by Allen and
• Meyer (1990) and adapted into Turkish by Kaya and Selçuk (2007), was used and findings of
• the study were analyzed by means of the SPSS program. For each item the participants were
• asked to choose one of the following scores: 1-completely disagree, 2-disagree, 3-not sure, 4
• agree, and 5-completely agree. The validity and reliability of the scale was measured earlier
• by the above mentioned researchers. For this study, after the reliability analysis the
• Cronbach’s Alpha coefficient was calculated as 0.812. The levels of affective, normative, and
• continuance commitment were measured by calculating mean values of scores. The relations
• between gender and organizational commitment were tested by the Mann Whitney U Test.
• The relations between age, education, title, period of service, and organizational
• commitment were tested by regression analyses. Conclusion
• One of the findings of the study is that the level of affective commitment is high
• (M=3.90 out of 5), the level of normative commitment is relatively good (M=3.39), and the
• level of continuance commitment is low (M=2.55) for the lecturers of vocational high schools.
• This shows that the social and economic conditions of the lecturers in these schools do not
• Key Words: Organizational commitment, Affective commitment, Continuance commitment,
• Normative commitment, Vocational education
• Atıf için / Please cite as:
• Demirkol, A. Y. (2014). Eğitim kurumlarında örgütsel bağlılık: Meslek yüksekokulları
• üzerine bir araştırma [Organizational commitment in educational institutions: A research on
• vocational high schools]. Eğitim Bilimleri Araştırmaları Dergisi - Journal of Educational Sciences
• Research, 4 (Özel Sayı 1), 1–15. http://ebad-jesr.com/