Research Article
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The Opinions Of Education Employees In Relation To Reasons For Whistleblowing

Year 2017, , 1 - 28, 30.04.2017
https://doi.org/10.29129/inujgse.291121

Abstract

Purpose: The aim of this research to determine the the reasons for the behavior of
whistleblowing according to the educational stuff. Also within the scope of the
study, the reasons for not whistleblowing were also determined.

 

Design & Methodology: The research was designed with a phenomenology
approach of qualitative research. The
Phenomenological approach examines phenomena known in any subject but not in
detail. Twenty teachers, 12 administrators and 7 inspectors, who work in public
and private elementary schools in Ankara, were interviewed.  Data analysis were done through content
analysis.

 

Findings: The results of the research indicate that some of the main reasons of
whistleblowing are expectations, the necessity of work and the desire of
conscientious relaxation, ensuring the rights, prevention of crime and
whistleblowing seen as a citizenship duty. The causes of whistleblowing in the
individual-psychological dimension, conscientious relaxation, anticipation and
protective motivation; As well as expectations of social support,
respectability, and personal communication enhancement. It is significant that
whistleblowing is a necessity for the organizational reasons, that the
organizational order is ensured and that the career in the organization is
negatively affected. On the other hand the faith of interpersonal
communication, various anxiety states and protection motives are on among the
main reasons of ‘not whistleblowing’.

 













Conclusion & Suggestions: As a
result of the study, it has been found that there is a wide range of ethical
violations that cause training employees to whistleblowing. In this context, it
is possible for the employees to participate in ethical education in order to
reduce ethics violations and legal incompatibilities in schools and to increase
the frequency of whistleblowing behavior. The creation of a transparent
management philosophy, including in-house standards, norms, values, and a fair
reward system, should be legitimized on organizations.

References

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  • Arastaman, G. (2013). Eğitim ve fen edebiyat fakültesi öğrencilerinin öz-yeterlik inançları ve öğretmenlik mesleğine karşı tutumlarının incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(2).
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  • Baltaci, A., ve Balcı, A. (2017). Complexity Leadership: A Theorical Perspective. International Journal of Educational Leadership and Management, 5(1), 30-58.
  • Banja, J. D. (1985). Whistleblowing in physical therapy. Physical therapy,65(11), 1683-1686.
  • Baynes, L. M. (2002). Just Pucker and Blow: An analysis of corporate whistleblowers, the duty of care, the duty of loyalty, and the Sarbanes-Oxley Act. . John's L. Rev., 76, 875.
  • Becker, E. (2014). Calling Foul: Deficiencies in Approaches to Environmental Whistleblowers and Suggested Reforms. Washington and Lee Journal of Energy, Climate, and the Environment, 6(1), 65.
  • Beller, R. (2010). Whistleblower Protection Legislation of the East and West: Can It Really Reduce Corporate Fraud and Improve Corporate Governance-A Study of the Successes and Failures of Whistleblower Protection Legislation in the US and China. NYUJL & Bus., 7, 873.
  • Bjørkelo, B., S. Einarsen ve S.B. Matthiesen, (2010), Predicting proactive behaviour at work: Exploring the role of personality as an antecedent of whistleblowing. Journal of Occupational and Organizational Psychology, 83, 371-394.
  • Bjørkelo, B. (2013). Workplace bullying after whistleblowing: future research and implications. Journal of Managerial Psychology, 28(3), 306-323.
  • Bok, S. (1980). Whistleblowing and professional responsibilities. In Ethics teaching in higher education (pp. 277-295). Springer US.
  • Bowen, R.M, C.C. Andrew ve S. Rajgopal, (2010), Whistle-blowing: Target firm characteristics and economic consequences. The Accounting Review 85, 1239-1271.
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  • Celep, C., & Konaklı, T. (2012). Bilgi Uçurma: Eğitim Örgütlerinde Etik ve Kural Dışı Uygulamalara Yönelik Bir Tepki/Whistleblowing: A Response to Unethical and Illegitimate Practices in Educational Organizations. e-international journal of educational research, 3(4).
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  • Delmas, C. (2014). The Ethics of Government Whistleblowing. Social Theory and Practice, 41(1), 77-105.
  • DesAutels, P. (2009). Resisting organizational power. In Feminist Ethics and Social and Political Philosophy: Theorizing the Non-Ideal (pp. 223-236). Springer Netherlands.
  • Dorasamy, N. (2012). Institutionalising a Whistle blowing Culture within Higher Education Institutions: Policy and Procedure Underpinning Good Governance at the Durban University of Technology.
  • Dozier, J. B., ve Miceli, M. P. (1985). Potential predictors of whistle-blowing: A prosocial behavior perspective. Academy of Management Review, 10(4), 823-836.
  • Elliston, F. A. (1982). Civil disobedience and whistleblowing: A comparative appraisal of two forms of dissent. Journal of Business Ethics, 1(1), 23-28.
  • Faunce, T. A. (2004). Three Australian whistleblowing sagas: lessons for internal and external regulation. Medical Journal of Australia, 181(1), 44-47.
  • Fidan, T., ve Oztürk, I. (2015a). The relationship of the creativity of public and private school teachers to their intrinsic motivation and the school climate for innovation. Procedia-Social and Behavioral Sciences, 195, 905-914.
  • Fidan, T. ve Öztürk, İ. (2015b). Perspectives and expectations of union member and non- union member teachers on teacher unions. Journal of Educational Sciences Research, 5 (2), 191-220.
  • Fritzsche, D. J. (1988). An examination of marketing ethics: Role of the decision maker, consequences of the decision, management position, and sex of the respondent. Journal of Macromarketing, 8(2), 29-39.
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Eğitim Çalışanlarının Bilgi Uçurma Davranışının Nedenlerine İlişkin Görüşleri

Year 2017, , 1 - 28, 30.04.2017
https://doi.org/10.29129/inujgse.291121

Abstract

Amaç: Bu çalışmanın amacı, eğitim çalışanlarının okullarda bilgi uçurma
nedenlerine ilişkin görüşlerinin belirlenmesidir. Araştırma ile ayrıca, bilgi
uçurmama nedenleri de araştırılacaktır. 

 

Yöntem: Bu araştırmada, nitel araştırma yöntemlerinden olgubilim yaklaşımı esas
alınmıştır. Olgubilim, herhangi bir konu hakkında bilinen ancak detaylı bir
biçimde belirlenemeyen olguları incelemektedir. Araştırma sürecinde üzerine
odaklanılan olgu, eğitim çalışanlarının bilgi uçurma davranışının nedenleri
hakkındaki düşünceleridir. Ankara ili metropol ilçelerinde kamu ve özel
ilköğretim okullarında görev yapan 20 öğretmen, 12 okul yöneticisi ve il milli
eğitim müdürlüğünde görev yapan 7 maarif müfettişi –toplamda 39 katılımcı-
oluşturmaktadır.

 

Bulgular: Eğitim örgütlerinde bilgi uçuranların çoğunlukla, hakkın yerini bulması,
suçun önlenmesi ve bilgi uçurmayı bir vatandaşlık görevi olarak görmesi
nedenleriyle bilgi uçurdukları bulgulanmıştır. Bireysel-Psikolojik boyutta
bilgi uçurma nedenlerini, vicdani rahatlama, beklenti ve koruma güdüleri; bunun
yanında sosyal destek, saygınlık ve kişisel iletişimi artırma beklentileri de
saptanmıştır. Bilgi uçurmanın örgütsel nedenleri olarak işin gereği olması,
örgüt içi düzenin sağlanması ve örgüt içindeki kariyerin olumsuz etkilenmesini
göstermeleri anlamlı görülmektedir. Öte yandan eğitim örgütlerinde bilgi
uçurulmamasının başlıca nedenleri; bildirsem de işe yaramaz düşüncesi, iş
arkadaşını koruma güdüsü, işini kaybetme korkusu olarak sıralanmaktadır.

 













Sonuçlar ve Öneriler: Çalışma sonucunda eğitim çalışanlarının bilgi
uçurmasına neden olan çok çeşitli etik ihlallerin olduğu görülmüştür. Bu
bağlamda okulda etik ihlali ve hukuki aykırılıkların en aza indirilmesi ve
bilgi uçurma davranışının yaşanma sıklığının artırılması için çalışanların etik
eğitimlere katılımı sağlanabilir. Örgüt içi standartlar, kurallar, değerler,
normlar ve adaletli ödül sistemini içeren saydam bir yönetim felsefesinin
örgütlerde oluşturulması ile bilgi uçurma davranışı meşru bir zemine
oturtulmalıdır.

References

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, vol. 50, no. 2, 179–211.
  • Alford, F.C. (2001). Whistleblowers, Broken Lives and Organizational Power. Ithaca:Cornell University Press.
  • Arastaman, G. (2013). Eğitim ve fen edebiyat fakültesi öğrencilerinin öz-yeterlik inançları ve öğretmenlik mesleğine karşı tutumlarının incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(2).
  • Balcı, A., Baltacı, A., Fidan, T., Cereci, C., ve Acar, U. (2012). Örgütsel sosyalleşmenin, örgütsel özdeşleşme ve örgütsel vatandaşlıkla ilişkisi: İlköğretim okulu yöneticileri üzerinde bir araştırma. Eğitim Bilimleri Araştırmaları Dergisi, 2(2), 47-74.
  • Baltaci, A., ve Balcı, A. (2017). Complexity Leadership: A Theorical Perspective. International Journal of Educational Leadership and Management, 5(1), 30-58.
  • Banja, J. D. (1985). Whistleblowing in physical therapy. Physical therapy,65(11), 1683-1686.
  • Baynes, L. M. (2002). Just Pucker and Blow: An analysis of corporate whistleblowers, the duty of care, the duty of loyalty, and the Sarbanes-Oxley Act. . John's L. Rev., 76, 875.
  • Becker, E. (2014). Calling Foul: Deficiencies in Approaches to Environmental Whistleblowers and Suggested Reforms. Washington and Lee Journal of Energy, Climate, and the Environment, 6(1), 65.
  • Beller, R. (2010). Whistleblower Protection Legislation of the East and West: Can It Really Reduce Corporate Fraud and Improve Corporate Governance-A Study of the Successes and Failures of Whistleblower Protection Legislation in the US and China. NYUJL & Bus., 7, 873.
  • Bjørkelo, B., S. Einarsen ve S.B. Matthiesen, (2010), Predicting proactive behaviour at work: Exploring the role of personality as an antecedent of whistleblowing. Journal of Occupational and Organizational Psychology, 83, 371-394.
  • Bjørkelo, B. (2013). Workplace bullying after whistleblowing: future research and implications. Journal of Managerial Psychology, 28(3), 306-323.
  • Bok, S. (1980). Whistleblowing and professional responsibilities. In Ethics teaching in higher education (pp. 277-295). Springer US.
  • Bowen, R.M, C.C. Andrew ve S. Rajgopal, (2010), Whistle-blowing: Target firm characteristics and economic consequences. The Accounting Review 85, 1239-1271.
  • Brinsfield, C. T., Edwards, M. S., & Greenberg, J. (2009). Voice and silence in organizations: Historical review and current conceptualizations. Voice and silence in organizations, 1.
  • Buchholza,R. ve Rosenthal,B.S.(1998). Business Ethics. NJ: Prentice Hall.
  • Castagnera, J. O. (2003). The Rise of the Whistleblower and the Death of Privacy: Impact of 9/11 and Enron “. Labor Law Journal, 54(1), 54-65.
  • Celep, C., & Konaklı, T. (2012). Bilgi Uçurma: Eğitim Örgütlerinde Etik ve Kural Dışı Uygulamalara Yönelik Bir Tepki/Whistleblowing: A Response to Unethical and Illegitimate Practices in Educational Organizations. e-international journal of educational research, 3(4).
  • Chung, J., G.S. Monroe ve L. Thorne, (2004), An examination of factors affecting external and internal whistle-blowing by auditors, Web: http://www. docs.fce.unsw.edu.au/ accounting/news/ seminars 2004_s1/ paper03. pdf adresinden 12.10.2011 tarihinde alınmıştır.
  • Cross, F. B., ve Tiller, E. H. (1998). Judicial partisanship and obedience to legal doctrine: Whistleblowing on the federal courts of appeals. Yale Law Journal, 2155-2176.
  • Dawson, S. (2000). Whistleblowing: a broad definition and some ıssues for Australia”, Victoria University of Technology. Web: www.uow.edu.au/bmartin/dissent adresinden 16.11.2011 tarihinde alınmıştır.
  • DeGeorge, R. T. (1990). Business Ethics. (3rd ed.) New York: Mavmillan Publishing, 1990. 13.
  • Delk, K. L. (2013). Whistleblowing—Is it Really Worth the Consequences?.Workplace health & safety, 61(2), 61-64.
  • Delmas, C. (2014). The Ethics of Government Whistleblowing. Social Theory and Practice, 41(1), 77-105.
  • DesAutels, P. (2009). Resisting organizational power. In Feminist Ethics and Social and Political Philosophy: Theorizing the Non-Ideal (pp. 223-236). Springer Netherlands.
  • Dorasamy, N. (2012). Institutionalising a Whistle blowing Culture within Higher Education Institutions: Policy and Procedure Underpinning Good Governance at the Durban University of Technology.
  • Dozier, J. B., ve Miceli, M. P. (1985). Potential predictors of whistle-blowing: A prosocial behavior perspective. Academy of Management Review, 10(4), 823-836.
  • Elliston, F. A. (1982). Civil disobedience and whistleblowing: A comparative appraisal of two forms of dissent. Journal of Business Ethics, 1(1), 23-28.
  • Faunce, T. A. (2004). Three Australian whistleblowing sagas: lessons for internal and external regulation. Medical Journal of Australia, 181(1), 44-47.
  • Fidan, T., ve Oztürk, I. (2015a). The relationship of the creativity of public and private school teachers to their intrinsic motivation and the school climate for innovation. Procedia-Social and Behavioral Sciences, 195, 905-914.
  • Fidan, T. ve Öztürk, İ. (2015b). Perspectives and expectations of union member and non- union member teachers on teacher unions. Journal of Educational Sciences Research, 5 (2), 191-220.
  • Fritzsche, D. J. (1988). An examination of marketing ethics: Role of the decision maker, consequences of the decision, management position, and sex of the respondent. Journal of Macromarketing, 8(2), 29-39.
  • Garvin, L. (1953). A modern introduction to ethics. Houghton Mifflin.
  • Goodpaster, K. E. (1991). Business ethics and stakeholder analysis. Business ethics quarterly, 1(01), 53-73.
  • Greenberg, A. (2012). This machine kills secrets: Julian Assange, the Cypherpunks, and their fight to empower whistleblowers. Penguin.
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There are 98 citations in total.

Details

Journal Section Manuscripts
Authors

Ali Baltacı

Publication Date April 30, 2017
Submission Date February 10, 2017
Acceptance Date September 10, 2017
Published in Issue Year 2017

Cite

APA Baltacı, A. (2017). Eğitim Çalışanlarının Bilgi Uçurma Davranışının Nedenlerine İlişkin Görüşleri. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 4(7), 1-28. https://doi.org/10.29129/inujgse.291121