Destekleyici Okul Kültürü ile Öğretmenlerin İş Doyumları Arasındaki İlişki: Meslektaşlarla Bağlantı Kurma İsteğinin Aracı Rolü

Year 2023, Volume: 43 Issue: 2, 1191 - 1217, 02.09.2023

Fatih Şahin , Emre Sönmez , Emre Er , Onur Erdoğan

https://doi.org/10.17152/gefad.1295265

Abstract

Bu çalışma, destekleyici okul kültürü, öğretmenlerin iş tatmini ve öğretmenlerin bağlantı kurma istekliliği arasındaki ilişkileri incelemeyi amaçlamaktadır. Araştırmaya Ankara'da görev yapan toplam 312 öğretmen katılmıştır. Araştırmanın verileri Okul Kültürü Ölçeği, Sosyal Ağ Eğilim Ölçeği ve İş Doyumu Ölçeği aracılığıyla toplanmıştır. Destekleyici okul kültürü ile öğretmenlerin iş doyumu arasındaki ilişkide öğretmenlerin bağlantı kurma istekliliğinin aracı rolünü belirlemek için yapısal eşitlik modellemesi (YEM) tekniği kullanılmıştır. Araştırmanın sonuçları, bağımsız ve bağımlı değişkenler arasında pozitif ve anlamlı ilişkilerin olduğunu göstermiştir. Ayrıca, destekleyici okul kültürü, öğretmenlerin bağlantı kurma istekliliğini ve iş doyumunu olumlu ve anlamlı bir şekilde yordamaktadır. Ek olarak, öğretmenlerin bağlantı kurma istekliliği, iş doyumunun pozitif yönlü ve anlamlı bir yordayıcısıdır. Son olarak destek kültürü ile öğretmen iş doyumu arasındaki ilişkide öğretmenlerin bağlantı kurma istekliliğinin aracı rolünün istatistiksel olarak anlamlı olduğu belirlenmiştir. Çalışmanın sonuçları istatistiksel olarak teorik modeli desteklemiştir.

Keywords

Öğretmen iş doyumu, Öğretmen bağlantı kurma istekliliği, Destekleyici okul kültürü

The Relationship between Supportive School Culture and Teacher Job Satisfaction: Mediating Role of Professional Network Intentions

Abstract

This study aims to examine the relationships between supportive school culture, teacher job satisfaction and teacher willingness to connect. A total of 312 teachers working in Ankara participated. The study data were gathered through the School Culture Scale, Social Network Tendency Scale and Job Satisfaction Scale. Structural equation modelling (SEM) technique was used to determine the mediating role of teacher willingness to connect in the relationship between supportive school culture and teacher job satisfaction. The results of the study indicated that there are positive and significant relationships between independent and dependent variables. Moreover, supportive school culture seems to predict teacher willingness to connect and job satisfaction positively and significantly. In addition, teacher willingness to connect is a positive and significant predictor of job satisfaction. Finally, it was determined that the mediating role of teacher willingness to connect in the relationship between support culture and teacher job satisfaction was statistically significant. The results of the study statistically supported the theoretical model.

Keywords

Teachers’ job satisfaction, Professional network intentions, Supportive school culture

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