Öz Yeterliğin İş Doyumu, Örgütsel Bağlılık, Motivasyon ve İşe Sargınlıktaki Rolü

Year 2020, Volume: 20 Issue: 85, 205 - 224, 05.02.2020

Selcuk Demır

Abstract

Problem Durumu: Örgütler; ekonomi ile ilişkili sermayeye ve her türlü ham maddeye ve teknolojiye sahip olsalar da pozitif tutum ve davranışları olan, nitelikli çalışanlara sahip olmadıkça pek çok zorlukla karşılaşırlar. Yaşayan ve rekabet eden bir örgüt, öz yeterlik inançları olan çalışanlarla oluşturulabilir. Öz yeterlik inançları yüksek düzeyde olan öğretmenler, işlerini yaparken kapasitelerini tam olarak kullanabilir ve zorlu görevleri başarabilir. Bu kişilerin öz yeterlik algılarının yüksek düzeyde olması, işe karşı geliştirdikleri tutum ve davranışlarını da olumlu etkiler. Eğitim örgütlerinde, kritik değişkenlerle ilişkili olduğu bilinen öz yeterlik algısına ilişkin sınırlı sayıda araştırma bulunmaktadır. Ayrıca eğitim örgütlerinde iş doyumu, örgütsel bağlılık, motivasyon ve işe sargınlık değişkenlerinin öz yeterlikle bir arada işlendiği bir araştırmaya rastlanılmamıştır. Bu araştırma alternatif modeller üretilmesine ve kavramlar arasındaki ilişkilerin daha iyi anlaşılmasına olanak sağlamaktadır. Araştırmanın Amacı: Bu çalışmada; öğretmenlerin öz yeterlik inançları ile iş doyumu, örgütsel bağlılık, motivasyon ve işe sargınlık düzeyleri arasındaki ilişkinin açığa çıkarılması amaçlanmaktadır.

Keywords

Öz yeterlik, tutumsal çıktılar, aracılık etkisi, performans, verimlilik

The Role of Self-Efficacy in Job Satisfaction, Organizational Commitment, Motivation and Job Involvement

Abstract

Purpose: Self-efficacy belief procures teachers to root for each other’s development in some issues such as ameliorating new methods to conduct much more effective teaching. A school with a high level of self-efficacy teachers makes a great contribution in order to corroborate self-efficacy perceptions of students. When examining it on a model with many attitudinal variables, self-efficacy belief, an important concept in terms of education quality, has been deemed significant so as to propound the effects of self-efficacy more clearly. This study aimed to determine the relationship between self-efficacy and job satisfaction, organizational commitment, motivation and job involvement.
Research Method: 321 teachers from 33 schools that were selected randomly with the cluster sampling method from the middle schools in the province of
Hatay city center in the 2017-2018 academic year have composed the sampling of this study.
Findings: The more teachers’ self-efficacy beliefs increased, the more their job satisfaction, organizational commitment, motivation and job involvement increased. Both job satisfaction and organizational commitment partially mediated the relationship between teachers’ sense of self-efficacy and motivation. Self-efficacy beliefs positively affected teachers’ job involvement through the full mediation effect of job satisfaction and motivation. Organizational commitment and motivation fully mediated the relationship between teachers’ self-efficacy and job involvement.
Implications for Research and Practice: It is crucial for school administrators to contribute to amend and strengthen self-efficacy perceptions of teachers if they hope teachers to take positive attitudes towards their work much more frequently and to take the edge off negative attitudes.

Keywords

self-efficacy, attitudinal outputs, mediation effect, performance, productivity

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