YÖNETİCİ DENETİMİ ALGISININ ÖĞRETMENLERİN MESLEKİ MOTİVASYON DÜZEYİNE ETKİSİ: BİR PATH ANALİZİ ÇALIŞMASI

Abstract

Bu çalışmada, yönetici denetim algısının öğretmenlerin mesleki motivasyon düzeyine olan etkisi belirlenmeye çalışılmıştır. Araştırmanın evreni, Ġstanbul ili Eyüp ilçesindeki ilköğretim okullarında görevli 1103 öğretmenden oluşmaktadır. Araştırma örneklemi, tabakalı örnekleme yöntemi kullanılarak belirlenen 15 ilköğretim okulunda görevli ve araştırmaya gönüllü olarak katılan 237 öğretmenden oluşmaktadır. Veriler iki ölçek yardımıyla toplanmıştır. Ekleme (2001) tarafından geliştirilen Denetim Algısı Ölçeği, 5’li Likert tipi ve üç alt boyuttan oluşmaktadır. Yıldırım (2006) tarafından geliştirilen Mesleki Motivasyon Ölçeği ise 6’lı Likert tipi ve üç alt boyuttan oluşmaktadır. Teorik modellemede mesleki motivasyon alt boyut değerleri içsel, denetim algısı alt boyut değerleri de dışsal değişken olarak atanmıştır. Değişkenler arasındaki ilişkiler, birbirine bağımlı sebepleri yansıtan PATH diyagramı kullanılarak açıklanmıştır. Veri analizleri LISREL 8.80 [Linear Structural Relationship] programı kullanılarak yapılmıştır. Bulgular, öğretmenlerdeki denetim algısının mesleki motivasyon üzerinde etkili, fakat bunun temel kaynağının gizil değişkenler olduğunu göstermektedir.

Keywords

• Denetim algısı, mesleki motivasyon, path analizi

THE EFFECTS OF THE PRINCIPAL SUPERVISION’ PERCEPTION TO WORK MOTIVATION OF TEACHERS: A STUDY OF PATH ANALYSIS

Abstract

In this study, it was defined the direct and indirect effects of manager supervision to teacher work motivation. The universe of research was consisted of primary school teachers working at 15 primary schools in Eyüp/Istanbul. Sampling group was defined with stratified sampling method. 237 teachers working these schools voluntarily participated to the research. Two scales were used in order to collect data. Scale of Supervision Perception was developed by Ekleme (2001), a five scale Likert and three sub scales. Scale of Work Motivation, a six scale Likert, consists of three sub scales was developed by Sağır (2004). In the analyze process, PATH analyze technique was used in order to explain the reasons systematically. For data analyzes, LĠSREL 8.80 [Linear Structural Relationship] program was used. The findings indicated that there were potential variables between perceptions of supervision and the level of work motivation for teachers.

Keywords

• Supervision perception, work motivation, path analysis

References

1. Adams, J. S. (1965). Inequity in social exchanges. L. Berkowitz (Eds)., Advances in experimental social psychology (pp.267-300). New York: Academic Press.
2. Alderfer, C. P. (1972). Existence, relatedness, and growth: Human needs in organizational settings. New York: Free Press.
3. Allison, P. D. (1998). Multiple regression: A primer. Thousand Oaks, CA: Sage Pub.
4. Balcı, E. (1992 ). Ödüller, güdüleme kuramları ve Türkiye’de öğretmen ödülleri. Ankara: Adem Yayıncılık.
5. Bedeian, A. G. (1993). Management. New York: Dryden Press.
6. Benjamin, S. M. K. (1987). An investigation of the relationships among teacher perceptions of clinical supervisory practices, principal authenticity, and supervisory outcomes (Doctoral dissertation, Northeastern University, 1987). Dissertation Abstracts International, 48(06A), 1361.
7. Bowen, B. E., Radhakrishna, R.B. (1991). Job satisfaction of agricultural education faculty: A constant phenomena. Journal of Agricultural Education, 32(2), 16-22.
8. Card, J. K. A. (2006). Secondary teacher’s attitudes toward important and existing classroom observation practices that promote teacher effectiveness. Unpublished master’s thesis, Dowling College, Oakdale, NY.

9. Collin, J. J. (2002). Modern and postmodern teacher supervision and evalution: Perceptions of secondary school principals and teachers (Doctoral Dissertation, University of Hartford, 2002). Dissertation Abstracts International, 64(01A), 33.
10. Davis, B. S. (2003). Job satisfaction in the public sector the role of the work environment. The American Review of Public Administration, 33(1), 70- 90.
11. Down, B., Chadbourne, R., Hogan, C. (2000). How are teachers managing performance management? Asia-Pacific Journal of Teacher Education, 28(3), 213–223.
12. Dündar, A. (2005). İlköğretim okullarında yapılan teftişin okul başarısı ve gelişimi üzerine etkisi. Yayınlanmamış yüksek lisans tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
13. Ekleme, Y. (2001). İlköğretim okulu yöneticilerinin denetim ile ilgili görevlerini yerine getirme düzeyleri. Yayınlanmamış yüksek lisans tezi. Yıldız Teknik Üniversitesi, İstanbul.
14. Fitch, D. B. (2008). Motivation: Rethinking the supervisor's role. Law & Order, 56(3), 100-105.
15. Furnham, A., Forde, L., Ferrari, K. (1999). Personality and work motivation. Personality and Individual Differences. 26(6), 1035-1043.
16. Glanz, J. (2005). Action research as instructional supervision: Suggestions for principals. National Association of Secondary School Principals Bulletin, 89(643), 17-27.
17. Gordon, S. P. (1992) Perspectives and imperatives paradigms, transitions, and the new supervision. Journal of Curriculum and Supervision, 8(1), 62-76.
18. Grant, K., Cravens, D. W., Low, G. S., Moncrief, W. C. (2001). The role of satisfaction with territory design on the motivation, attitudes, and work outcomes of salespeople. Journal of the Academy of Marketing Science, 29(2), 115-206.
19. Hamburg, M. (1985). Basic statistics: A modern approach. New York: Harcourt, Brace Jovanovich.
20. Herzberg, F., Mausner, B., Snyderman, B. B. (1959). The motivation to work. New York: John Wiley & Sons.
21. Houkes, I., Janssen, P. P. M., Jonge, J., Nijhuis F. J. N. (2001) Specific relationships between work characteristics and intrinsic work motivation, burnout and turnover intention: A multi-sample analysis. European Journal of Work and Organizational Psychology, 10(1), 1-23
22. Hoy, W. K., Miskel, C. G. (2004). Educational administration: Theory, research, and practice. New York: McGraw-Hill.
23. Jürgen W., & Haslam, S. (2005) Improving work motivation and performance in brainstorming groups: The effects of three group goal-setting strategies. European Journal of Work and Organizational Psychology, 14(4), 400-430.
24. Kovach, K. A. (1987). What motivates employees? Workers and supervisors give different answers. Business Horizons, 30, 58-65.
25. Kyle, G. T., Mowen, A. J., Tarrant, M. (2004) Linking place preferences with place meaning: An examination of the relationship between place motivation and place attachment. Journal of Environmental Psychology, 24(4), 439-454
26. Locke, E. A. (1968). Toward a theory of task motivation and incentives. Organization Behavior and Human Performance, 3(1), 152–189.
27. Long, C., Stansbury, K. (1994). Performance assessments for beginning teachers: Options and lessons. Phi Delta Kapan, 76(4), 318-322.
28. Maslow, A. (1954). Motivation and personality. New York: Harper & Row.
29. McClelland, D. (1961). The achieving society, Princeton, NJ: Van Nostrand.
30. McGregor, D. (1960). The human side of enterprise. New York: McGraw-Hill Book Company.
31. McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence based inquiry. Boston: Brown and Company.
32. Milne, P. (2007). Motivation, incentives and organizational culture. Journal of Knowledge Management. 11(6), 28-38.
33. Noe, R. A., Schmitt, N. (2006). The influence of trainee attitudes on training effectiveness: Test of a model. Personnel Psychology, 39(3), 497-523.
34. Nohria, N., Groysberg, B., Lee, L. E. (2008). Employee motivation: A powerful new model. Harvard Business Review, 86(7-8), 78-84.
35. Porter, H., Wrench, J. S., Hoskinson, C. (2007). The influence of supervisor temperament on subordinate job satisfaction and perceptions of supervisor socio-communicative orientation and approachability communication quarterly. University Park, 55(1), 129
36. Porter, L. W. Lawler, E. E. (1968). Managerial attitudes and performance. Homewood, IL: Richard D. Irwin.
37. Richer, F. S. Blanchard, C., Vallerand, J. (2006). A motivational model of work turnover. Journal of Applied Social Psychology, 32(10), 2089-2113.
38. Sağır, T. (2004). İşletmelerde motivasyon uygulaması. Yayınlanmamış yüksek lisans tezi. Marmara Üniversitesi, İstanbul.
39. Sergiovanni, T. J., Starrett, R. J. (2002). Supervision: A redefinition. New York: McGraw-Hill.
40. Shamir, B. (1991). Meaning, self and motivation in organizations. Organization Studies, 12(3), 405-424.
41. Shipley, B. (2004). Cause and correlation in biology: a user’s guide to path analysis, structural equations and causal inference. Cambridge: Cambridge University Press.
42. Skinner, B. F. (1953). Science and human behavior. New York: The Free Press.
43. Streiner, D. L. (2005). Finding our way: an introduction to path analysis. Canadian Journal of Psychiatry, 50(2), 115-122.
44. Vroom, V. H. (1964). Work and motivation. New York: John Wiley & Sons.
45. Westerberg, T. R. (1983). The effects of classroom observation by principals on conference climate and classroom performance of teachers (Doctoral Dissertation, Iowa State University, 1983). Dissertation Abstracts International, 64 (12A), 3571.
46. Yıldırım, D. Ş. (2006). Resmi ilköğretim okullarında görev yapan öğretmenlerin motivasyon ve iş tatminini etkileyen faktörler. Yayınlanmamış yüksek lisans tezi, Yeditepe Üniversitesi, İstanbul.