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

Year 2019, Volume: 6 Issue: 11, 28 - 49, 30.04.2019
https://doi.org/10.29129/inujgse.449760

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.

References

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  • Altaş, N. (2004). Gençlik döneminde din olgusu ve liselerde din öğretimi. Nobel.
  • Aryee, S., Budhwar, P. S., & Chen, Z. X. (2002). Trust as a mediator of the relationship between organizational justice and work outcomes: Test of a social exchange model. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 23(3), 267-285.
  • Aydin, A., Sarier, Y., & Uysal, S. (2013). The Effect of School Principals’ Leadership Styles on Teachers’ Organizational Commitment and Job Satisfaction. Educational sciences: Theory and practice, 13(2), 806-811.
  • Bakhshi, A., Kumar, K., & Rani, E. (2009). Organizational justice perceptions as predictor of job satisfaction and organization commitment. International journal of Business and Management, 4(9), 145.
  • Baltacı, A., & Coşkun, M. K. (2018). Din dersi öğretmenlerine yönelik öğretmen algısı ölçeğinin geliştirilmesi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 8(15), 1450-1473.
  • Baltaci, A. (2017). Okul müdürlerinin iş doyumları ile öz yeterlik algıları arasındaki ilişki. Ihlara Eğitim Araştırmaları Dergisi, 2(1), 49-76.
  • Baş, G., & Şentürk, C. (2011). İlköğretim okulu öğretmenlerinin örgütsel adalet, örgütsel vatandaşlık ve örgütsel güven algıları. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 17(1), 29-62.
  • Başaran, İ. E. (2004). Yönetimde insan ilişkileri: Yönetsel davranış. Nobel Yayın Dağıtım.
  • Bayrakdar, N. (2014). Din Kültürü ve Ahlak Bilgisi Öğretmenlerinin Mesleklerinden Beklentileri ve Mesleki Tükenmişlik Algıları. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(37), 40-60.
  • Bies, R. J., & Shapiro, D. L. (1988). Voice and justification: Their influence on procedural fairness judgments. Academy of Management Journal, 31(3), 676-685.
  • Bilgiç, R. (1998). The relationship between job satisfaction and personal characteristics of Turkish workers. The Journal of Psychology, 132(5), 549-557.
  • Brighouse, H. (2003). School choice and social justice. Oxford University Press, USA.
  • Brown, S. P., & Peterson, R. A. (1993). Antecedents and consequences of salesperson job satisfaction: Meta-analysis and assessment of causal effects. Journal of Marketing Research (JMR), 30(1).
  • Chughtai, A. A., & Zafar, S. (2006). Antecedents and consequences of organizational commitment among Pakistani university teachers. Applied H.R.M. Research, 11(1), 39-64.
  • Cohen, R. L. (1987). Distributive justice: Theory and research. Social Justice Research, 1(1), 19-40.
  • Colquitt, J. A., Conlon, D. E., Wesson, M. J., Porter, C. O., & Ng, K. Y. (2001). Justice at the millennium: a meta-analytic review of 25 years of organizational justice research. Journal of Applied Psychology, 86(3), 425-445.
  • Colquitt, J. A., Greenberg, J., & Zapata-Phelan, C. P. (2005). What is organizational justice? A historical overview. Handbook of Organizational Justice, 1, 3-58.
  • Cropanzano, R., Byrne, Z. S., Bobocel, D. R., & Rupp, D. E. (2001). Moral virtues, fairness heuristics, social entities, and other denizens of organizational justice. Journal of Vocational Behavior, 58(2), 164-209.
  • Crossman, A., & Harris, P. (2006). Job satisfaction of secondary school teachers. Educational Management Administration & Leadership, 34(1), 29-46.
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  • DiPaola, M., & Tschannen-Moran, M. (2014). Organizational citizenship behavior in schools and its relationship to school climate. Journal of School Leadership, 11(5), 424-447.
  • Eisenberger, R., Cummings, J., Armeli, S., & Lynch, P. (1997). Perceived organizational support, discretionary treatment, and job satisfaction. Journal of Applied Psychology, 82(5), 812.
  • Eker, G. (2006). Örgütsel adalet algısı boyutları ve iş doyumu üzerindeki etkileri (Yüksek Lisans Tezi). Dokuz Eylül Üniversitesi Sosyal Bilimleri Enstitüsü, İzmir.
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The Relation between Religious Education Teachers' Perceptions of Organizational Justice and Job Satisfaction

Year 2019, Volume: 6 Issue: 11, 28 - 49, 30.04.2019
https://doi.org/10.29129/inujgse.449760

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.

References

  • Altahayneh, Z. L., Khasawneh, A., & Abedalhafiz, A. (2014). Relationship between organizational justice and job satisfaction as perceived by Jordanian physical education teachers. Asian Social Science, 10(4), 131.
  • Altaş, N. (2004). Gençlik döneminde din olgusu ve liselerde din öğretimi. Nobel.
  • Aryee, S., Budhwar, P. S., & Chen, Z. X. (2002). Trust as a mediator of the relationship between organizational justice and work outcomes: Test of a social exchange model. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 23(3), 267-285.
  • Aydin, A., Sarier, Y., & Uysal, S. (2013). The Effect of School Principals’ Leadership Styles on Teachers’ Organizational Commitment and Job Satisfaction. Educational sciences: Theory and practice, 13(2), 806-811.
  • Bakhshi, A., Kumar, K., & Rani, E. (2009). Organizational justice perceptions as predictor of job satisfaction and organization commitment. International journal of Business and Management, 4(9), 145.
  • Baltacı, A., & Coşkun, M. K. (2018). Din dersi öğretmenlerine yönelik öğretmen algısı ölçeğinin geliştirilmesi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 8(15), 1450-1473.
  • Baltaci, A. (2017). Okul müdürlerinin iş doyumları ile öz yeterlik algıları arasındaki ilişki. Ihlara Eğitim Araştırmaları Dergisi, 2(1), 49-76.
  • Baş, G., & Şentürk, C. (2011). İlköğretim okulu öğretmenlerinin örgütsel adalet, örgütsel vatandaşlık ve örgütsel güven algıları. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 17(1), 29-62.
  • Başaran, İ. E. (2004). Yönetimde insan ilişkileri: Yönetsel davranış. Nobel Yayın Dağıtım.
  • Bayrakdar, N. (2014). Din Kültürü ve Ahlak Bilgisi Öğretmenlerinin Mesleklerinden Beklentileri ve Mesleki Tükenmişlik Algıları. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(37), 40-60.
  • Bies, R. J., & Shapiro, D. L. (1988). Voice and justification: Their influence on procedural fairness judgments. Academy of Management Journal, 31(3), 676-685.
  • Bilgiç, R. (1998). The relationship between job satisfaction and personal characteristics of Turkish workers. The Journal of Psychology, 132(5), 549-557.
  • Brighouse, H. (2003). School choice and social justice. Oxford University Press, USA.
  • Brown, S. P., & Peterson, R. A. (1993). Antecedents and consequences of salesperson job satisfaction: Meta-analysis and assessment of causal effects. Journal of Marketing Research (JMR), 30(1).
  • Chughtai, A. A., & Zafar, S. (2006). Antecedents and consequences of organizational commitment among Pakistani university teachers. Applied H.R.M. Research, 11(1), 39-64.
  • Cohen, R. L. (1987). Distributive justice: Theory and research. Social Justice Research, 1(1), 19-40.
  • Colquitt, J. A., Conlon, D. E., Wesson, M. J., Porter, C. O., & Ng, K. Y. (2001). Justice at the millennium: a meta-analytic review of 25 years of organizational justice research. Journal of Applied Psychology, 86(3), 425-445.
  • Colquitt, J. A., Greenberg, J., & Zapata-Phelan, C. P. (2005). What is organizational justice? A historical overview. Handbook of Organizational Justice, 1, 3-58.
  • Cropanzano, R., Byrne, Z. S., Bobocel, D. R., & Rupp, D. E. (2001). Moral virtues, fairness heuristics, social entities, and other denizens of organizational justice. Journal of Vocational Behavior, 58(2), 164-209.
  • Crossman, A., & Harris, P. (2006). Job satisfaction of secondary school teachers. Educational Management Administration & Leadership, 34(1), 29-46.
  • Croux, C., & Dehon, C. (2010). Influence functions of the Spearman and Kendall correlation measures. Statistical Methods & Applications, 19(4), 497-515.
  • Çarkoğlu, A., & Toprak, B. (2006). Değişen Türkiye’de din, toplum ve siyaset. TESEV.
  • Davis, K. (1988). İşletmede İnsan Davranışı: Örgütsel Davranış, Çev. Kemal Tosun, 5, 8.
  • de Bustillo Llorente, R. M., & Macias, E. F. (2005). Job satisfaction as an indicator of the quality of work. The Journal of Socio-Economics, 34(5), 656-673.
  • Deal, T. E., & Peterson, K. D. (2016). Shaping school culture. John Wiley & Sons.
  • DiPaola, M., & Tschannen-Moran, M. (2014). Organizational citizenship behavior in schools and its relationship to school climate. Journal of School Leadership, 11(5), 424-447.
  • Eisenberger, R., Cummings, J., Armeli, S., & Lynch, P. (1997). Perceived organizational support, discretionary treatment, and job satisfaction. Journal of Applied Psychology, 82(5), 812.
  • Eker, G. (2006). Örgütsel adalet algısı boyutları ve iş doyumu üzerindeki etkileri (Yüksek Lisans Tezi). Dokuz Eylül Üniversitesi Sosyal Bilimleri Enstitüsü, İzmir.
  • Erdoğan, M. (2003). Anayasal demokrasi (C. 5). Siyasal Kitabevi.
  • Folger, R. G., & Cropanzano, R. (1998). Organizational justice and human resource management (C. 7). Sage.
  • Gamero Burón, C., & Lassibille, G. (2016). Job satisfaction among primary school personnel in Madagascar. The Journal of Development Studies, 52(11), 1628-1646.
  • Greenberg, J. (1990). Organizational justice: Yesterday, today, and tomorrow. Journal of Management, 16(2), 399-432.
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There are 84 citations in total.

Details

Primary Language Turkish
Journal Section Manuscripts
Authors

Ali Baltacı 0000-0003-2550-8698

Publication Date April 30, 2019
Submission Date July 31, 2018
Acceptance Date March 20, 2019
Published in Issue Year 2019 Volume: 6 Issue: 11

Cite

APA Baltacı, A. (2019). Din Kültürü ve Ahlak Bilgisi Öğretmenlerinin Örgütsel Adalet Algısı ve İş Doyum Düzeyleri Arasındaki İlişki. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 6(11), 28-49. https://doi.org/10.29129/inujgse.449760