Predicting Teacher Organizational Silence: The Predictive Effects of Locus of Control, Self-confidence, and Perceived Organizational Support

Year 2022, , 39 - 79, 31.03.2022

Hatice Turan Dallı , Ferudun Sezgin

https://doi.org/10.30828/real.931632

Abstract

The purpose of the study is to examine the relationship between locus of control, self-confidence, perceived organizational support and organizational silence of teachers working in Anatolian high schools. The research is a study of relational survey model and it aims to determine the explanatory and predictive correlations between the specified variables. The sample of the research consists of 436 teachers selected by simple random sampling method from the public schools in central districts of Ankara in 2016-2017 academic year. In order to collect data Locus of Control, Self-confidence, Perceived Organizational Support and Organizational Silence scales were used. Pearson product-moment correlation coefficients and path analysis were applied to determine the relationships among variables. Results show that the variable with the highest predictive effects on organizational silence and self-confidence levels is perceived organizational support. Locus of control and organizational support variables have direct and indirect predictive effects on organizational silence.

Keywords

Locus of Control, Self-confidence, Perceived Organizational Support, Teacher Organizational Silence

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