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Meslektaş Dayanışmasının İş Performansı Üzerindeki Aracıları: Eğitim Sektöründe İlişkisel Bir Çalışma

Year 2023, , 217 - 247, 20.06.2023
https://doi.org/10.12658/M0701

Abstract

Eğitim kurumlarının fârik özelliklerinden biri özünde yer alan öğrenme ve öğretme süreçlerinin çoğunlukla uzman eğitimciler tarafından sınıfta bağımsız olarak yürütülmesidir. Bu bağımsızlık ve eşsizlik hali, meslektaş dayanışmasının diğer kurumlara göre eğitim kurumları için daha önemli bir konu olarak ortaya çıkmasına neden olmaktadır. Bu çalışma, eğitimcilerin meslektaş dayanışması ile iş performansı arasındaki ilişkide kişisel ve kurumsal aracı değişkenlerin etkisini incelemektedir. Bu çalışma, eğitimcilerin arasındaki ilişkide meslektaş dayanışması ile iş performansı arasındaki ilişkide üç bireysel değişkenin (işte kendini yetiştirme, öz-yeterlilik ve çalışmaya tutkunluk) ve üç kurumsal değişkenin (meslektaş ilişkileri, idari destek ve örgütsel iklim) toplam 766 katılımcıdan toplanan verileri kullanarak aracı rollerini incelemektedir. Eğitimcilerin meslektaş dayanışması ile iş performansı arasındaki ilişkide kurumsal ve bireysel değişkenlerin aracı etkiye sahip olduğu belirlenmiştir. Bu etkide kurumsal değişkenlerin bireysel değişkenlere göre daha zayıf aracılık etkisine sahip olduğu görülmüştür. Elde edilen sonuç, eğitim mesleğinin kendine özgü doğasının araştırmada incelenen değişkenler açısından farklı bir yapı ortaya koyduğunu göstermektedir

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The Mediators of Collegial Solidarity on Job Performance: A Relational Study in the Education Sector

Year 2023, , 217 - 247, 20.06.2023
https://doi.org/10.12658/M0701

Abstract

One of the distinguishing features of educational institutions is that the learning and teaching processes that are at their core are mostly carried out by expert educators independently on their own in the classroom. This state of independence and solitude causes collegial solidarity to emerge as a more important issue for educational institutions when compared to other institutions. This study examines the mediators of the relationship between educators’ collegial solidarity and job performance. This study examines the mediating roles of three individual variables (i.e., thriving at work, self-efficacy, and work engagement) and three institutional variables (i.e., collegial relations, administrative support, and organizational climate) have on the relationship between educators’ collegial solidarity and job performance using data collected from a total of 766 participants working at educational institutions. It has been determined that institutional and individual variables have a mediating effect in the relationship between educators’ colleague solidarity and job performance. It was observed that institutional variables had a weaker mediating effect than individual variables in this effect. This result shows that the unique nature of the education profession reveals a different structure in terms of the variables examined in the research.

References

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  • Abbasi, A., Altmann, J., & Hossain, L. (2011). Identifying the effects of co-authorship networks on the performance of scholars: A correlation and regression analysis of performance measures and social network analysis measures. Journal of İnformetrics, 5(4), 594-607.
  • Altunel, M. C., Koçak, Ö. E., & Çankır, B. (2015). The Effect of Job Resources on Work Engagement: A Study on Academicians in Turkey. Educational Sciences: Theory and Practice, 15(2), 409-417.
  • Arıcı-Özcan, N., Sahin, S. & Çankır, B. (2021). The validity and reliability of thriving scale in academic context: Mindfulness, GPA, and entrepreneurial intention among university students. Current Psychology, 1-12, https://doi.org/10.1007/s12144-021-01590-1.
  • Arseven, A. (2016). Öz yeterlilik: bir kavram analizi. Electronic Turkish Studies, 11(19), 63-80.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-213.
  • Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359-373.
  • Bandura, A. (1986b). Social Foundations of Thought and Action: A Social-cognitive View, Prentice-Hall.
  • Baron, R. M. & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
  • Brown, K. M. & Wynn, S. R. (2007). Teacher retention issues: how some principals are supporting and keeping new teachers. Journal of School Leadership, 17(6), 664-698.
  • Büyüköztürk, Ş. (2005). Anket geliştirme. Türk Eğitim Bilimleri Dergisi, 3(2), 133-151.
  • Campbell, J. P., McHenry, J. J. & Wise, L. L. (1990). Modeling job performance in a population of jobs. Personnel Psychology, 43(2), 313-575.
  • Çetinkaya Ulusoy, E. (2010). Hemşirelerde meslektaş dayanışması ölçeğinin geliştirilmesi ve meslektaş dayanışmasının iş doyumu ile ilişkisi. (Yayımlanmamış yüksek lisans tezi). Marmara Üniversitesi, İstanbul.
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  • Çoban, A. E. (2005). Psikolojik danışmanlar için meslektaş dayanışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 167-174.
  • Çöl, G. (2011). Algılanan güçlendirmenin iş gören performansı üzerine etkileri. Doğuş Üniversitesi Dergisi, 9(1), 35-46.
  • Dan, X., Xu, S., Liu, J., Hou, R., Liu, Y., & Ma, H. (2018). Innovative behaviour and career success: Mediating roles of self-efficacy and CS of nurses. International journal of nursing sciences, 5(3), 275-280.
  • Deci, E. L., & Ryan, R. M. (2008). Self‐determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49, 182–185. https://doi.org/10.1037/a0012801
  • Deci, E., & Ryan, R. M. (1985). Intrinsic motivation and self‐determination in human behavior. Plenum Press.
  • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040.
  • Fredrickson, B. L. (2004). The broaden-and–build theory of positive emotions. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 359(1449), 1367-1377.
  • George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple suide and reference, 17.0 update (10a ed.) Pearson.
  • Groysberg, B. & Lee, L. E. (2008). The effect of colleague quality on top performance: the case of security analysts. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 29(8), 1123-1144.
  • Gubanov, N. N. & Gubanov, N. I. (2018, November). Mental bases of social solidarity. In International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018) (pp. 998-1002). Atlantis Press.
  • Hackett, G. & Betz, N. E. (1981). A self-efficacy approach to the career development of women. Journal of Vocational Behavior, 18(3), 326-339.
  • Hayes, A. F. (2013). An introduction to mediation, moderation, and conditional process analysis. New York: The Guilford Press.
  • Hoy, W. K. & Tarter, C. J. (1997). The road to open and healthy schools: A handbook for change. Corwin Press, Thousand Oaks, CA.
  • Hoy, W. K., & Hannum, J. W. (1997). Middle school climate: An empirical assessment of organizational health and student achievement. Educational Administration Quarterly, 33(3), 290-311.
  • Jarzabkowski, L. M. (2002). The social dimensions of teacher collegiality. The Journal of Educational Enquiry, 3(2), 1-20.
  • Jarzabkowski, L. M. (2003). Teacher collegiality in a remote Australian school. Journal of Research in Rural Education, 18(3), 139-144.
  • Karataş, İ. H., (2020). Okul yöneticileri ve öğretmenler için motivasyon kaynakları. (Eds. Avcı, Ö. & Ayyıldız, E.) Eğitimde Motivasyon içinde (pp. 229-259). Nobel Yayıncılık.
  • Karl, K. A., O'Leary‐Kelly, A. M., & Martocchio, J. J. (1993). The impact of feedback and self‐efficacy on performance in training. Journal of Organizational Behavior, 14(4), 379-394.
  • Kirkman, B. L. & Rosen, B. (1999). Beyond self-management: antecedents and consequences of team empowerment. Academy of Management Journal, 42(1), 58-74.
  • Kleine, A. K., Rudolph, C. W., & Zacher, H. (2019). Thriving at work: A meta‐analysis. Journal of Organizational Behavior, 40(9-10), 973-999.
  • Koçak, Ö. E. (2017). How employees thrive at work? importance of relationship quality, person-job fit and recovery experiences after work hours. (Yayımlanmamış Doktora tezi). Marmara University, İstanbul.
  • Leithwood, K. & Jantzi, D. (2006). Transformational school leadership for large-scale reform: effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201-227.
  • Lent, R. W., & Brown, S. D. (2006). Integrating person and situation perspectives on work satisfaction: A social-cognitive view. Journal of Vocational Behavior, 69(2), 236–247.
  • Lieberman, A. & Miller, L. (1999). Teachers: transforming their world and their work. New York: Teachers College Press.
  • Little, J. W. (1982). Norms of collegiality and experimentation: workplace conditions of school success. American Educational Research Journal, 19(3), 325-340.
  • Little, J. W. (1999). Colleagues of choice, colleagues of circumstance: a response to M. Fielding. The Australian Educational Researcher, 26(2), 35-43. http://dx.doi.org/10.1007/BF03219693
  • Lorig, K., Chastain, R. L., Ung, E., Shoor, S. & Holman, H. R. (1989). Development and evaluation of a scale to measure perceived self‐efficacy in people with arthritis. Arthritis & Rheumatism: Official Journal of the American College of Rheumatology, 32(1), 37-44.
  • Magill, A. L. (2002). Studying the needs and experiences of beginning teachers. (Unpublished master’s thesis). University of Alberta, Edmonton, Alberta, Canada.
  • Mamacı, M., Alpar, G. ve Demir, B. (2020). Pandemi İş Yaşamı Değerlendirme Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. İş’te Davranış Dergisi, 5(2), 114-124.
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  • McIntosh, C. & Turnbull, J. (2005). Oxford Advanced Learner’s Dictionary: International Student’s Edition.
  • Meydan, C. H. (2011). İş tatmini ve öz yeterliliğin örgüt içi girişimciliğe etkisi: kamu sektöründe bir araştırma. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(1), 25-40.
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There are 81 citations in total.

Details

Primary Language English
Subjects Labor Sociology
Journal Section Research Articles
Authors

İbrahim Hakan Karataş 0000-0001-5569-014X

Bilal Çankır 0000-0001-5126-8769

Early Pub Date June 23, 2023
Publication Date June 20, 2023
Published in Issue Year 2023

Cite

APA Karataş, İ. H., & Çankır, B. (2023). The Mediators of Collegial Solidarity on Job Performance: A Relational Study in the Education Sector. İnsan Ve Toplum, 13(2), 217-247. https://doi.org/10.12658/M0701