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Öğretmenlerin Örgütsel Güven Düzeyleri İle İşbirliği Yapma Düzeyleri Arasındaki İlişki

Year 2009, Volume: 22 Issue: 2, 637 - 657, 01.08.2009

Yusuf Cerit

Abstract

Keywords

-

References

  • Ainscow, M., Muijs, D. ve West, M. (2006). Collaboration as a strategy for improving schools in challenging circumstances. Improving Schools, 9(3), 192-2002.
  • Atkinson, S. (2004). Senior management relationship and trust: An exploratory study. Journal of Managerial Psychology, 19(6), 571-597.
  • Aytaç, T. (2000). Okul merkezli yönetim. Ankara: Nobel Yayınları.
  • Brewstre, C. ve Railsback, J. (2003). Building trusting relationships for school improvement: Implications for principals and teachers. Oregon, USA: Northwest Regional Educational Laboratory.
  • Bryk, A., Comburn, E. ve Louis, K.S. (1999). Professional community in Chicago elementary school: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35, 751-781.
  • Bryk, A. S., ve Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage Foundation.
  • Celep, C. ve Polat, S. (2006, Eylül). Öğretmenlerin meslektaşlarına ve okul yöneticilerine güven düzeyinin işten ayrılma niyetine etkisi. XV. Ulusal Eğitim Bilimleri Kongresi, 13-15 Eylül, Muğla Üniversitesi.
  • Conley, S., Fauske, J. ve Pounder, D.G. (2004). Teacher Work Group Effectiveness. Educational Administration Quarterly, 40(5), 663-703.
  • Connolly, M. ve James, C. (2006). Collaboration for school improvement: A resource dependency and institutional framework of analysis. Educational Management Administration & Leadership, 34(1), 69-87.
  • Doly, A.J. ve Chrispeels, J. (2008). A Question of trust: Predictive conditions for adaptive and technical leadership in educational contexts. Leadership and Policy in Schools, 7(1), 30-63.
  • Enis, C.D. ve McCauley, M.T. (2002). Creating urban classroom communities worthy of trust. Journal of Curriculum Studies, 34(2), 149-172.
  • Findlay, H.E. (2005). Analysis of teachers’ concerns in selected Alabama public schools. Journal of Instructional Psychology, 32(2), 152-159.
  • Forsyth, P.B., Barnes, L. ve Adams, C.M. (2006). Trust-effectiveness patterns in schools. Journal of Educational Administration, 44 (2), 122-141.
  • Gajda, R. ve Koliba, C. (2007). Evaluating the Imperative of Intraorganizational Collaboration A School Improvement Perspective. American Journal of Evaluation, 28(1), 26-44.
  • Gomez, C. ve Rosen, B. (2001). The leader-member exchange as a link between managerial trust and employee empowerment. Group & Organization Management, 26, 53-69.
  • Goddard, R.D., Tschannen-Moran, M., ve Hoy, W.K. (2001). The relationship of trust to student achievement in urban elementary schools: A Multilevel analysis. Elementary School Journal, 102(1), 3-17.
  • Grangeat, M. ve Gray, R. (2008). Teaching as a collective work: analysis, current research and implications for teacher education. Journal of Education for Teaching, 34(3), 177-189.
  • Hattari, R. ve Lapidus, T. (2004). Collaboration, trust and innovative change. Journal of Change Management, 4(2), 97-104.
  • Hodson, R. (2004). Organizational trustworthiness: Findings from the population of organizational ethnographies. Organization Science, 15(4), 432–45.
  • Hoy, W. K. ve Tschannen-Moran, M. (2003). The conceptualization and measurement of faculty trust in schools. Wayne K. Hoy & Cecil Miskel (Ed.). Studies in leading and organizing schools (pp. 181–207).
  • Hoy, W.K., Smith, P.A. ve Sweetland, S.R. (2002). The development of the organizational climate index for high schools:Its measure and relationship to faculty trust. The High School Journal, 86(2), 38-49.
  • Hoy, W. K. ve Tarter, C. J. (2004). Organizational justice in schools: no justice without trust. International Journal of Educational Management,18 (4 ), 250–259.
  • Kumar, A.A. ve Paddison, P. (2000). Trust and collaborative planning theory: The case of the Scottish planning system. International Planning Studies, 5(2), 205-223.
  • Louis, K.S. (2007). Trust and improvement in schools. Journal of Education Change, 8(2), 1-24.
  • Mason, J. ve Lefrere, P. (2003). Trust, collaboration, e-learning and organisational transformation. International Journal of Training and Development, 7 (4), 259-270.
  • McAllister, D. J. (1995). Affect- and cognition-based trust as foundations for interpersonal cooperation in organizations. Academy of Management Journal, 38, 24-59.
  • McMillan, R.B., Meyer, M. ve Northfield, S. (2004). Trust and its role in principal succession: A preliminary examination of a continuum of trust. Leadership and Policy in Schools, 3(4), 275-294.
  • Morgan, D.E. ve Zeffane, R. (2003). Employee involvement, organizational change and trust in management. The International Journal of Human Resource Management, 14(1), 55-75.
  • Moye, M., Henkin, A. ve Egley, R.J. (2005). Teacher-principal relationships exploring linkages between empowerment and interpersonal trust. Journal of Educational Administration, 43 (3), 260-277.
  • Newcome, G. ve McCormick, J. (2001). Trust and teacher participation in school- based financial decision making. Educational Management Administration Leadership, 29(2), 181-195.
  • Özer, N., Demirtaş, H., Üstüner, M. ve Cömert, M. (2006). Ortaöğretim Öğretmenlerinin Örgütsel Güven Algıları. Ege Eğitim Dergisi (7) 1, 103– 124.
  • Park, S., Henkin, A.B. ve Egley, R. (2005). Teacher team commitment, teamwork and trust: Exploring associations. Journal of Educational Administration, 43 (5), 462-479.
  • Polat, S. (2007). İlk ve ortaöğretim öğretmenlerinin okul yöneticilerine güven düzeyi. Çağdaş Eğitim, 341, 32-29.
  • Polat, S. (2008). İlköğretim 4. ve 5. sınıf öğrencilerinin sınıf içi güven algıları ile akademik başarıları arasındaki ilişki. VII. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu, 2-4 Mayıs, Çanakkale Onsekiz Mart Üniv.
  • Powell, J. ve Anderson, R. D. (2002). Changing teachers’ practice: Curriculum materials and science education reform in the USA. Studies in Science Education, 37, 107–135.
  • Putnam, R., ve Borko, H. (1997). Teacher learning:Implications of new views of cognition. In B.J. Biddle, T.L. Good, & I.F. Goodson (Eds.), The International Handbook of Teachers and Teaching (pp. 1223–1296). Dordrecht, The Netherlands:Kluwer.
  • Samancı, G. (2007). Örgütsel güven ve örgütsel vatandaşlık davranışı. (Yayınlanmamış Yüksek Lisans Tezi). Afyonkarahisar: Afyon Kocatepe Üniversitesi.
  • Sarıtaş, M. (2005). Öğretmen-Veli Görüşmelerinin Yönetimi. M. Şişman ve S. Turan (Ed.), Sınıf Yönetimi (ss.233–262). Ankara: Pegem A Yayıncılık.
  • Smith, P.A. ve Birney, L.L. (2005). The organizational trust of elementary schools and dimensions of student bullying. International Journnal of Educational Management, 19(6), 469-485.
  • Tarter, C.J., Bliss, J.R. ve Hoy, W.K. (1989). School characteristics and faculty trust in schools. Educational Administration Quarterly, 25 (3), 294-308.
  • Thoms, P., Dose, J.J. ve Scott, K.S. (2002). Relationships between accountability, job satisfaction, and trust. Human Resource Development Quarterly, 13 (3), 307-323.
  • Tschannen-Moran, M. ve Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning and measurement of trust. Review of Educational Research, 70(4). 547-593.
  • Tschannen-Moran, M. ve Hoy, W. K. (1998a). Trust in schools: A conceptual and empirical analysis. Journal of Educational Administration, 36(4). 334- 352.
  • Tschannen-Moran, M. (1998b). Trust and collaboration in urban elementary schools. Unpublished dissertation, The Ohoi State University, Dissertation Abstract UMI: 9900923.
  • Tschannen-Moran, M. (2003). Fostering organizational citizenship: Transformational leadership and trust. W.K. Hoy & C.G. Miskel, (Ed.) Studies in Leading and Organizing Schools (s. 157–179). Information Age Publishing: Greenwich: CT.
  • Tarter, C.J., Sabo, D., ve Hoy, W. K. (1995). Middle school climate, faculty trust and effectiveness: A path analysis. Journal of Research and Development in Education, 29 (1), 41–49.
  • Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39, 308-331.
  • Vangen, S. ve Huxham, C. (2003). Nurturing collaborative relations. The Journal of Applied Behavioral Science, 39(1), 5-31.
  • Yıldırım, C. ve Dönmez, B. (2008). Okul-aile işbirliğine dayalı bir araştırma (İstiklal ilköğretim Okulu Örneği). Elektronik Sosyal Bilimler Dergisi, 7(23), 98- 115.

Öğretmenlerin Örgütsel Güven Düzeyleri İle İşbirliği Yapma Düzeyleri Arasındaki İlişki

Year 2009, Volume: 22 Issue: 2, 637 - 657, 01.08.2009

Yusuf Cerit

Abstract

Bu çalışmanın amacı sınıf öğretmenlerinin örgütsel güven düzeyleri ve işbirliği yapma düzeyleri arasındaki ilişkiyi araştırmaktır. Bu araştırmanın verileri 2008-2009 öğretim yılında Bolu ilinde bulunan 19 ilköğretim okulunda görev yapan 229 sınıf öğretmeninden elde edilmiştir. Araştırmanın verileri örgütsel güven ölçeği ve işbirliği ölçeği kullanılarak elde edilmiştir. Verilerin analizinde ortalama, standart sapma, korelasyon ve stepwise regresyon testi kullanılmıştır. Bu araştırmada örgütsel güven düzeyi ile işbirliği yapma düzeyleri arasında olumlu ilişki bulunmuştur. Müdürlere güven ve öğrencilere güvenin müdürlerle işbirliğinin önemli açıklayıcısı olduğu bulunmuştur. Meslektaşlara güven ile öğrencilere güvenin meslektaşlarla işbirliğinin önemli açıklayıcısı olduğu tespit edilmiştir. Müdürlere güven ile öğrencilere güvenin ise ailelerle işbirliğinin önemli açıklayıcısı olduğu bulunmuştur. Ailelere güven ise işbirliği faktörlerinin önemli açıklayıcısı olmadığı ortaya çıkmıştır

Keywords

Örgütsel güven işbirliği sınıf öğretmeni

References

  • Ainscow, M., Muijs, D. ve West, M. (2006). Collaboration as a strategy for improving schools in challenging circumstances. Improving Schools, 9(3), 192-2002.
  • Atkinson, S. (2004). Senior management relationship and trust: An exploratory study. Journal of Managerial Psychology, 19(6), 571-597.
  • Aytaç, T. (2000). Okul merkezli yönetim. Ankara: Nobel Yayınları.
  • Brewstre, C. ve Railsback, J. (2003). Building trusting relationships for school improvement: Implications for principals and teachers. Oregon, USA: Northwest Regional Educational Laboratory.
  • Bryk, A., Comburn, E. ve Louis, K.S. (1999). Professional community in Chicago elementary school: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35, 751-781.
  • Bryk, A. S., ve Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage Foundation.
  • Celep, C. ve Polat, S. (2006, Eylül). Öğretmenlerin meslektaşlarına ve okul yöneticilerine güven düzeyinin işten ayrılma niyetine etkisi. XV. Ulusal Eğitim Bilimleri Kongresi, 13-15 Eylül, Muğla Üniversitesi.
  • Conley, S., Fauske, J. ve Pounder, D.G. (2004). Teacher Work Group Effectiveness. Educational Administration Quarterly, 40(5), 663-703.
  • Connolly, M. ve James, C. (2006). Collaboration for school improvement: A resource dependency and institutional framework of analysis. Educational Management Administration & Leadership, 34(1), 69-87.
  • Doly, A.J. ve Chrispeels, J. (2008). A Question of trust: Predictive conditions for adaptive and technical leadership in educational contexts. Leadership and Policy in Schools, 7(1), 30-63.
  • Enis, C.D. ve McCauley, M.T. (2002). Creating urban classroom communities worthy of trust. Journal of Curriculum Studies, 34(2), 149-172.
  • Findlay, H.E. (2005). Analysis of teachers’ concerns in selected Alabama public schools. Journal of Instructional Psychology, 32(2), 152-159.
  • Forsyth, P.B., Barnes, L. ve Adams, C.M. (2006). Trust-effectiveness patterns in schools. Journal of Educational Administration, 44 (2), 122-141.
  • Gajda, R. ve Koliba, C. (2007). Evaluating the Imperative of Intraorganizational Collaboration A School Improvement Perspective. American Journal of Evaluation, 28(1), 26-44.
  • Gomez, C. ve Rosen, B. (2001). The leader-member exchange as a link between managerial trust and employee empowerment. Group & Organization Management, 26, 53-69.
  • Goddard, R.D., Tschannen-Moran, M., ve Hoy, W.K. (2001). The relationship of trust to student achievement in urban elementary schools: A Multilevel analysis. Elementary School Journal, 102(1), 3-17.
  • Grangeat, M. ve Gray, R. (2008). Teaching as a collective work: analysis, current research and implications for teacher education. Journal of Education for Teaching, 34(3), 177-189.
  • Hattari, R. ve Lapidus, T. (2004). Collaboration, trust and innovative change. Journal of Change Management, 4(2), 97-104.
  • Hodson, R. (2004). Organizational trustworthiness: Findings from the population of organizational ethnographies. Organization Science, 15(4), 432–45.
  • Hoy, W. K. ve Tschannen-Moran, M. (2003). The conceptualization and measurement of faculty trust in schools. Wayne K. Hoy & Cecil Miskel (Ed.). Studies in leading and organizing schools (pp. 181–207).
  • Hoy, W.K., Smith, P.A. ve Sweetland, S.R. (2002). The development of the organizational climate index for high schools:Its measure and relationship to faculty trust. The High School Journal, 86(2), 38-49.
  • Hoy, W. K. ve Tarter, C. J. (2004). Organizational justice in schools: no justice without trust. International Journal of Educational Management,18 (4 ), 250–259.
  • Kumar, A.A. ve Paddison, P. (2000). Trust and collaborative planning theory: The case of the Scottish planning system. International Planning Studies, 5(2), 205-223.
  • Louis, K.S. (2007). Trust and improvement in schools. Journal of Education Change, 8(2), 1-24.
  • Mason, J. ve Lefrere, P. (2003). Trust, collaboration, e-learning and organisational transformation. International Journal of Training and Development, 7 (4), 259-270.
  • McAllister, D. J. (1995). Affect- and cognition-based trust as foundations for interpersonal cooperation in organizations. Academy of Management Journal, 38, 24-59.
  • McMillan, R.B., Meyer, M. ve Northfield, S. (2004). Trust and its role in principal succession: A preliminary examination of a continuum of trust. Leadership and Policy in Schools, 3(4), 275-294.
  • Morgan, D.E. ve Zeffane, R. (2003). Employee involvement, organizational change and trust in management. The International Journal of Human Resource Management, 14(1), 55-75.
  • Moye, M., Henkin, A. ve Egley, R.J. (2005). Teacher-principal relationships exploring linkages between empowerment and interpersonal trust. Journal of Educational Administration, 43 (3), 260-277.
  • Newcome, G. ve McCormick, J. (2001). Trust and teacher participation in school- based financial decision making. Educational Management Administration Leadership, 29(2), 181-195.
  • Özer, N., Demirtaş, H., Üstüner, M. ve Cömert, M. (2006). Ortaöğretim Öğretmenlerinin Örgütsel Güven Algıları. Ege Eğitim Dergisi (7) 1, 103– 124.
  • Park, S., Henkin, A.B. ve Egley, R. (2005). Teacher team commitment, teamwork and trust: Exploring associations. Journal of Educational Administration, 43 (5), 462-479.
  • Polat, S. (2007). İlk ve ortaöğretim öğretmenlerinin okul yöneticilerine güven düzeyi. Çağdaş Eğitim, 341, 32-29.
  • Polat, S. (2008). İlköğretim 4. ve 5. sınıf öğrencilerinin sınıf içi güven algıları ile akademik başarıları arasındaki ilişki. VII. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu, 2-4 Mayıs, Çanakkale Onsekiz Mart Üniv.
  • Powell, J. ve Anderson, R. D. (2002). Changing teachers’ practice: Curriculum materials and science education reform in the USA. Studies in Science Education, 37, 107–135.
  • Putnam, R., ve Borko, H. (1997). Teacher learning:Implications of new views of cognition. In B.J. Biddle, T.L. Good, & I.F. Goodson (Eds.), The International Handbook of Teachers and Teaching (pp. 1223–1296). Dordrecht, The Netherlands:Kluwer.
  • Samancı, G. (2007). Örgütsel güven ve örgütsel vatandaşlık davranışı. (Yayınlanmamış Yüksek Lisans Tezi). Afyonkarahisar: Afyon Kocatepe Üniversitesi.
  • Sarıtaş, M. (2005). Öğretmen-Veli Görüşmelerinin Yönetimi. M. Şişman ve S. Turan (Ed.), Sınıf Yönetimi (ss.233–262). Ankara: Pegem A Yayıncılık.
  • Smith, P.A. ve Birney, L.L. (2005). The organizational trust of elementary schools and dimensions of student bullying. International Journnal of Educational Management, 19(6), 469-485.
  • Tarter, C.J., Bliss, J.R. ve Hoy, W.K. (1989). School characteristics and faculty trust in schools. Educational Administration Quarterly, 25 (3), 294-308.
  • Thoms, P., Dose, J.J. ve Scott, K.S. (2002). Relationships between accountability, job satisfaction, and trust. Human Resource Development Quarterly, 13 (3), 307-323.
  • Tschannen-Moran, M. ve Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning and measurement of trust. Review of Educational Research, 70(4). 547-593.
  • Tschannen-Moran, M. ve Hoy, W. K. (1998a). Trust in schools: A conceptual and empirical analysis. Journal of Educational Administration, 36(4). 334- 352.
  • Tschannen-Moran, M. (1998b). Trust and collaboration in urban elementary schools. Unpublished dissertation, The Ohoi State University, Dissertation Abstract UMI: 9900923.
  • Tschannen-Moran, M. (2003). Fostering organizational citizenship: Transformational leadership and trust. W.K. Hoy & C.G. Miskel, (Ed.) Studies in Leading and Organizing Schools (s. 157–179). Information Age Publishing: Greenwich: CT.
  • Tarter, C.J., Sabo, D., ve Hoy, W. K. (1995). Middle school climate, faculty trust and effectiveness: A path analysis. Journal of Research and Development in Education, 29 (1), 41–49.
  • Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39, 308-331.
  • Vangen, S. ve Huxham, C. (2003). Nurturing collaborative relations. The Journal of Applied Behavioral Science, 39(1), 5-31.
  • Yıldırım, C. ve Dönmez, B. (2008). Okul-aile işbirliğine dayalı bir araştırma (İstiklal ilköğretim Okulu Örneği). Elektronik Sosyal Bilimler Dergisi, 7(23), 98- 115.
There are 49 citations in total.

Details

Primary Language Turkish
Authors

Yusuf Cerit This is me

Submission Date November 14, 2015
Publication Date August 1, 2009
Published in Issue Year 2009 Volume: 22 Issue: 2

Cite

APA Cerit, Y. (2009). Öğretmenlerin Örgütsel Güven Düzeyleri İle İşbirliği Yapma Düzeyleri Arasındaki İlişki. Journal of Uludag University Faculty of Education, 22(2), 637-657.


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