İş çaresizliği ve örgütsel sessizlik arasındaki ilişkide psikolojik sözleşme ihlalinin aracı rolü: Öğretmenler üzerine bir araştırma

Abstract

Son yıllarda, eğitim sektöründeki artan rekabet, ağır iş yükü ve idari baskılar, öğretmenlerin psikolojik ve mesleki refahı üzerinde önemli bir baskı oluşturmuş ve sıklıkla sessizliğe yol açmıştır. Öğretmenlerin karşılaştığı zorlukları anlamak, yalnızca refahlarını korumak için değil, aynı zamanda öğrencilerin akademik sonuçlarını güvence altına almak ve sürdürülebilir performanslarını sağlamak için de kritik öneme sahiptir. Bu çalışma, özel okul öğretmenleri arasında iş umutsuzluğunun örgütsel sessizlik üzerindeki etkisini araştırmakta ve psikolojik sözleşme ihlalinin aracı rolünü incelemektedir. Veriler, kesitsel bir anket tasarımı kullanılarak 330 öğretmenden toplanmış ve araştırma modeli Kısmi En Küçük Kareler Yapısal Denklem Modellemesi (PLS-SEM) ile test edilmiştir. Sonuçlar, iş umutsuzluğunun örgütsel sessizliği önemli ve pozitif bir şekilde tahmin ettiğini ortaya koymaktadır. Kontrol edilemezlik, yetersizlik veya yetersiz destek duygusu yaşayan öğretmenler, endişelerini dile getirmekten kaçınma eğilimindedir ve stratejik bir öz koruma tepkisi olarak sessizliği benimserler. Dahası, iş umutsuzluğu psikolojik sözleşme ihlali algısını önemli ölçüde artırırken, umutsuzluk ve sessizlik arasındaki ilişkiye kısmen aracılık etmektedir. Sonuç olarak, bu çalışma, iş umutsuzluğunu yeni bir psikolojik öngörücü olarak sunarak örgütsel sessizlik üzerine yapılan araştırma alanını genişletmektedir. Umutsuzluk ve sessizlik arasındaki ilişkiyi açıklamak için Kaynak Koruma Teorisi ile Bilişsel Değerlendirme ve Başa Çıkma Teorisi'ni bir araya getirmektedir. Psikolojik sözleşme ihlalini aracı bir bilişsel-duygusal süreç olarak tanımlayarak, içsel psikolojik durumların nasıl görünürde kopuk davranışlar olarak ortaya çıktığını açıklığa kavuşturmaktadır.

Keywords

• iş çaresizliği
• örgütsel sessizlik
• psikolojik sözleşme ihlali
• aracılık rolü

The mediating role of psychological contract violation in the relationship between job desperation and organizational silence: A study on teachers

Abstract

In recent years, increasing competition, heavy workloads, and administrative pressures in the education sector have placed significant strain on the psychological and professional well-being of teachers, often resulting in silence. Understanding the challenges teachers face is critical not only to protecting their well-being but also to securing students' academic outcomes and ensuring their sustainable performance. This study investigates the effect of job desperation on organizational silence among private school teachers and examines the mediating role of psychological contract violation. Data were collected from 330 teachers using a cross-sectional survey design, and the research model was tested through Partial Least Squares Structural Equation Modeling (PLS-SEM). The results reveal that job desperation significantly and positively predicts organizational silence. Teachers who experience a sense of uncontrollability, inadequacy, or insufficient support tend to refrain from expressing their concerns, adopting silence as a strategic self-protective response. Furthermore, job desperation significantly increases the perception of psychological contract violation, while partly mediating the relationship between despair and silence. In conclusion, this study expands the research field on organizational silence by presenting job hopelessness as a novel psychological predictor. It combines Resource Conservation Theory with Cognitive Appraisal and Coping Theory to explain the relationship between hopelessness and silence. By defining psychological contract violation as a mediating cognitive-emotional process, it clarifies how internal psychological states manifest as apparent detached behaviors.

Keywords

• job desperation
• organizational silence
• psychological contract violation
• mediating role

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