inujfe İnönü University Journal of the Faculty of Education 1300-2899 2149-9683 Inonu University 10.17679/inuefd.1672919 Education Management Eğitim Yönetimi Öğretmenlerin Konfor Alanı Yönelimleri ve İş Performansları Üzerine Kesitsel Bir Araştırma A Cross-Sectional Study on Teachers' Comfort Zone Orientation and Job Performance https://orcid.org/0000-0003-2786-5533 Uzun Mehmet Kahramanmaraş İl Milli Eğitim Müdürlüğü https://orcid.org/0000-0002-4813-6375 Köse Akif Kahramanmaraş Sütçü İmam Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Bölümü 09 02 2025 26 2 1354 1389 04 09 2025 07 28 2025 Copyright © 2002, İnönü University Journal of the Faculty of Education 2002 İnönü University Journal of the Faculty of Education

Bu araştırmada, bireylerin konfor alanlarında kalmaya veya çıkmaya yönelik eğilimlerini yansıtan konfor alanı yönelimleri ile iş performansları arasındaki ilişkinin öğretmenler bağlamında kesitsel olarak incelenmesi amaçlanmıştır. Tarama modelinde desenlenen araştırmanın evrenini, 2023-2024 eğitim-öğretim yılında Kahramanmaraş ili merkez ilçelerinde (Onikişubat, Dulkadiroğlu) görev yapan 9078 öğretmen; örneklemini ise küme ve tabakalı örnekleme yöntemiyle belirlenen 796 öğretmen oluşturmuştur. Araştırmanın verileri, “Konfor Alanı Yönelim Ölçeği” ve “Öğretmen İş Performansı Ölçeği” aracılığıyla toplanmıştır. Araştırmanın alt amaçları doğrultusunda, değişkenler arasındaki ilişkiler gerekli varsayımlar kontrol edildikten sonra korelasyon ve yapısal regresyon analizleriyle incelenmiştir. Elde edilen bulgular, konfor alanı yöneliminin boyutları ile iş performansının boyutları arasında pozitif yönlü anlamlı ilişkiler bulunduğunu göstermiştir. Yapısal regresyon analizi sonucunda; konfor alanı yöneliminin “meydan okuma” boyutunun, iş performansının görev, bağlamsal ve uyumsal performans boyutlarının anlamlı bir yordayıcısı olduğu; “konfor alanında kalma” boyutunun ise iş performansının sadece bağlamsal performans boyutunu anlamlı düzeyde yordadığı belirlenmiştir. Meydan okuma boyutunun özellikle uyumsal performansla diğer iş performansı boyutlarına kıyasla daha güçlü bir ilişki kurduğu; konfor alanında kalmanın ise bağlamsal performansla zayıf bir ilişki gösterdiği saptanmıştır. Konfor alanı yöneliminin iş performansındaki varyansı sınırlı düzeyde açıkladığı belirlenmiştir. Araştırmanın son kısmında, elde edilen sonuçlara dayalı olarak uygulayıcılara ve araştırmacılara yönelik öneriler sunulmuştur.

This study aimed to examine the cross-sectional relationship between comfort zone orientation—defined as individuals’ tendencies to remain within or move beyond their comfort zones—and job performance in terms of the teaching profession. Designed using a survey model, the research population comprised 9,078 teachers employed in the central districts of Kahramanmaraş (Onikişubat, Dulkadiroğlu) during the 2023–2024 academic year. A sample of 796 teachers was selected by using cluster and stratified sampling methods. The study employed the Comfort Zone Orientation Scale and the Teacher Job Performance Scale as data collection tools. Based on the research questions, the relationships between variables were analyzed through correlation and structural regression methods after the verification of relevant statistical assumptions. The results suggested significant and positive relationships between the dimensions of comfort zone orientation and those of job performance. Structural regression analysis revealed that the “challenge” dimension significantly predicted task, contextual, and adaptive performance, whereas the “staying in the comfort zone” dimension was a significant predictor only of contextual performance. The challenge dimension demonstrated the strongest association with adaptive performance, while the comfort zone dimension demonstrated a weaker relation with contextual performance. Besides, comfort zone orientation was identified to explain only a limited proportion of the variance in job performance. Based on the findings, various recommendations were provided for practitioners and researchers.

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