Din Kültürü ve Ahlak Bilgisi Öğretmenlerinin Örgütsel Adalet Algısı ve İş Doyum Düzeyleri Arasındaki İlişki

Year 2019, , 28 - 49, 30.04.2019

Ali Baltacı

https://doi.org/10.29129/inujgse.449760

Cited By: 5

Abstract

Amaç: Bu araştırma, Din Kültürü ve Ahlak Bilgisi (DKAB)
öğretmenlerinin, iş doyumları ile örgütsel adalet algılarının belirlenmesi
amacıyla yürütülmüştür. Ayrıca örgütsel adaletin, iş doyumu üzerindeki etkisi
de çalışma kapsamında belirlenecektir.

 

Yöntem: Bu
çalışma, DKAB öğretmenlerinin örgütsel adalet algıları ile iş doyumları
arasındaki ilişkiyi belirlemeye yönelik nicel araştırma yöntemlerinden,
ilişkisel tarama modelinde tasarlanmıştır. Araştırmanın hedef evrenini,
İstanbul İlinin 39 ilçesinde görev yapan 3396 DKAB öğretmeni oluşturmaktadır.
Evrenden %95’lik güven düzeyi ile %5’lik güven aralığı dikkate alınarak oranlı
küme örnekleme yöntemiyle belirlenen örneklem büyüklüğü 389’dur. Çalışmada Weiss, Dawis, England & Lofquist (1967) tarafından
geliştirilmiş olan ve Baycan (1985) tarafından Türkçeye uyarlanan Minnesota İş
Doyum Ölçeği  ile Niehoff
ve Moorman (1996) tarafından geliştirilen Polat (2007) tarafından Türkçe’ye
uyarlanan “Örgütsel Adalet Ölçeği” kullanılmıştır. Ölçme araçlarıyla elde
edilen veriler, SPSS programıyla analiz edilmiştir.

 

Bulgular: Araştırmada
DKAB öğretmenlerinin dağıtımsal, işlemsel ve etkileşimsel adalet algısına
‘çoğunlukla’ sahip oldukları belirlenmiştir. Benzer şekilde katılımcılar, genel
örgütsel adalet algısına da ‘çoğunlukla’
sahiptirler. Katılımcıların ‘orta’ düzeyde bireysel ve ‘az’ düzeyde örgütsel iş
doyumuna sahip oldukları saptanmıştır. Ayrıca katılımcıların genel iş doyumu
seviyesi de ‘az’ düzeydedir. Bununla birlikte dağıtımsal,
işlemsel ve etkileşimsel adalet cinsiyet, eğitim durumu ve mesleki kıdeme göre
anlamlı bir şekilde farklılaşmaktadır.

 

Sonuçlar ve Öneriler: Eğitim
politikalarına yön verenlerin, okullarda etik yönetim ilkelerine uygun,
öğretmenler arasında ayrımcılığın yapılmadığı daha saydam ve hesapverebilir bir
yönetim anlayışını okullarda egemen kılması gereklidir. Bu noktada, yönetici ve
öğretmen değerlendirme ölçütleri gözden geçirilebilir ve bir süredir askıya
alınan ders ve kurum denetimleri yeniden işler hale getirilebilir.

Keywords

Örgütsel Adalet, İş Doyumu, Din Eğitimi, Öğretmen

The Relation between Religious Education Teachers' Perceptions of Organizational Justice and Job Satisfaction

Abstract

Purpose: This research conducted to determine Religious
Education (RE) teachers' perceptions of job satisfaction and organizational justice.
In addition, the effect of organizational justice on job satisfaction will be
determined within the scope of the study.

 

Design & Methodology: This study was designed in a correlational screening model, from
quantitative research methods to determine the relationship between RE
teachers' perceptions of organizational justice and job satisfaction. The
target universe of the research is 3396 RE teachers worked in 39 provinces of
Istanbul Province. The sample size determined by the proportional cluster sampling method
considering the 95% confidence level and the confidence interval of 5% is 389. Minnesota
Job Satisfaction Scale developed by Baycan (1985) and Polat (2007) developed by
Niehoff and Moorman (1996), developed by Weiss, Dawis, England & Lofquist
(1967) was used in this study. The data obtained with the measurement tools
were analyzed by the SPSS program.

 

Findings: In the study, it was determined that RE teachers had 'mostly'
perceptions of distributive, procedural and interactional justice. Likewise,
the participants have 'mostly' in the sense of general organizational justice.
Likewise, the participants have 'mostly' in the sense of general organizational
justice. Participants were found to have 'moderate' individual and 'low'
organizational job satisfaction. In addition, the overall level of job
satisfaction of participants is also 'low'. However, distributional, procedural,
and interactive justice differs significantly by gender, educational status,
and professional tenure.

 

Implications & Suggestions: It is necessary that those who guide the policies of
education should dominate schools with a more transparent and accountable
management approach that does not discriminate among teachers in accordance
with ethical management principles. At this point, manager and teacher
evaluation criteria can be audited and a suspended course and institutional
audits can be made operational again.

Keywords

Organizational Justice, Job Satisfaction, Religious Education, Teacher

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