Okul Müdürlerinin Yönetici Rolleri ile Öğretmenlerin Duygusal Emekleri Arasındaki İlişkide Örgüt İkliminin Aracı Rolü

Year 2023, , 2531 - 2552, 01.11.2023

Duran Mavi , Murat Özdemir

https://doi.org/10.37669/milliegitim.1167593

Abstract

Eğitim araştırmacıları son zamanlarda çeşitli örgütsel değişkenlerin arasındaki ilişkilere odaklanmış durumdadır. Müdürlerin yönetici rolleri de bu kapsamda ele alınan konulardan biridir. Zira bu roller, okul atmosferi ve öğretmen duyguları ile yakından ilişkilidir. Mevcut çalışmada, müdürlerin rolleri ile öğretmenlerin duygusal emekleri arasındaki ilişkide örgüt iklimin aracılığı incelenmiştir. Bunun için yazarlar tarafından tasarlanan yapısal regresyon modeli test edilmiştir. Veriler Kahramanmaraş’taki (Türkiye) ilkokullarda çalışan 535 öğretmenden toplanmış ve MPlus 8.3 ile çözümlenmiştir. Bulgular yönetici rolleri-örgüt iklimi, örgüt iklimi-derinden rol yapma ve örgüt iklimi-samimi duygular arasında istatistiksel olarak anlamlı ve pozitif yönlü korelasyonlar bulunduğunu göstermektedir. Yüzeysel rol yapmanın samimi duygularla istatistiksel olarak anlamlı ve negatif yönlü bir korelasyonu bulunurken diğer değişkenlerle istatistiksel olarak anlamlı bir korelasyonu bulunmamaktadır. Yapısal regresyon modeli yönetici rollerinin yordadığı örgüt ikliminin derinden rol yapmayı ve samimi duyguları yordadığını göstermektedir. Ancak modelde yüzeysel rol yapma örgüt iklimi tarafından yordanmamaktadır. Bu sonuçlara göre müdürlerin rollerini yerine getirmeleri okullardaki iklime, dolayısıyla öğretmenlerin derinden ve samimi duygular hissetmelerine katkı sunmaktadır. Çalışma ile yönetici rolleri revize edilmiş yaklaşımına ve yaklaşımın okul/eğitim yönetimi çerçevesine özgün katkılar sunulması beklenmektedir. Yazarlar araştırmacılara gelecekteki çalışmalarında farklı değişkenlerle çok düzeyli modeller tasarlayarak müdürlerin yönetsel rollerini araştırmalarını önermektedir.

Keywords

okul müdürü, yönetici rolleri, örgüt iklimi, duygusal emek

The Mediating Role of Organizational Climate in the Relationship Between School Principals' Managerial Roles and Teachers' Emotional Labors

Abstract

Educational researchers have recently focused on the relationships between various organizational variables. The managerial roles of the principals are also one of the issues discussed in this context. Because these roles are closely related to the school atmosphere and teachers' feelings. Current study examined the mediation of organizational climate in the relationship between the roles of principals and teachers' emotional labor. For this, a structural regression model designed by the authors was tested. Data were collected from 535 teachers working in elementary schools in Kahramanmaras (Turkiye) and analyzed with MPlus 8.3. The findings show statistically significant and positive correlations between managerial roles-organizational climate, organizational climate-deep acting, and organizational climate-genuine emotions. Surface acting has a statistically significant, negative correlation with genuine emotions, and no statistically significant correlation exists with other variables. The structural regression model shows that organizational climate predicted by managerial roles predicts deep acting and genuine emotions. However, surface acting is not predicted by the organizational climate in the model. According to these results, the fact that the principals fulfill their roles contributes to the climate in the schools and thus the teachers' feeling of deep and genuine emotions. It is expected that the study will make original contributions to the managerial roles revised approach and the approach's school/educational management framework. The authors suggest that scholars investigate the managerial roles of principals in their future studies by designing multi-level procedures with different variables.

Keywords

principal, managerial roles, organizational climate, emotional labor

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