TY  - JOUR
T1  - SİNİK BAKIŞLAR ALTINDA: SINIF ÖĞRETMENLERİNİN SİNİZM ALGILARI VE ETKİLERİ
TT  - UNDER CYNICAL GAZES: CLASSROOM TEACHERS’ PERCEPTIONS OF CYNICISM AND ITS EFFECTS
AU  - Özen, Hamit
AU  - İnal, Abdullah
PY  - 2025
DA  - March
Y2  - 2025
DO  - 10.47525/ulasbid.1576388
JF  - Uluslararası Anadolu Sosyal Bilimler Dergisi
JO  - UASBD
PB  - Yusuf ARSLAN
WT  - DergiPark
SN  - 2619-9475
SP  - 149
EP  - 177
VL  - 9
IS  - 1
LA  - tr
AB  - Bu çalışmanın amacı, sınıf öğretmenlerinin kurumlarına karşı geliştirdikleri duygular ve buna bağlı olarak ortaya çıkan sinik davranışların, yani örgütsel sinizmin sonuçlarını, öğretmen görüşleri doğrultusunda belirlemektir. Araştırma, nitel araştırma yöntemlerinden olgubilim (fenomenoloji) yaklaşımı ile desenlenmiştir. Çalışma grubu, 2023-2024 eğitim-öğretim yılında Eskişehir ili Odunpazarı ilçesindeki bir ilkokulda görev yapan 16 sınıf öğretmeninden oluşmaktadır. Araştırmada, uygun örnekleme yöntemi tercih edilmiş ve veri toplamak amacıyla yarı yapılandırılmış görüşme tekniği kullanılmıştır. Toplanan veriler, içerik analizi yöntemiyle çözümlenmiştir. Araştırma sonuçlarına göre, sınıf öğretmenlerinin örgütsel sinizmi algılama ve deneyimleme süreçlerinde ayrımcılık, tehdit ve mobbing, dedikodu ve çıkar ilişkileri, idarenin uygunsuz davranışları ile kapalı okul yönetimi gibi unsurlar ön plana çıkmıştır. Ayrıca, öğretmenlerde örgütsel sinizmin ortaya çıkış nedenleri arasında yönetici tavırları, iş yükü, öğretmenler arası etkileşimler ve okul iklimi öne çıkmaktadır. Örgütsel sinizmin çıktıları incelendiğinde, motivasyon ve iş tatmini, profesyonellik, öğretmen kimliğine etkiler ve eğitime yönelik sonuçlar dikkati çekmektedir. Örgütsel sinizmin olumsuz etkileriyle başa çıkabilmek için iletişim ve iş birliği, mesleki gelişim ve odaklanma gibi stratejiler kullanılmakta; bu sayede öğretmenlerin sinizmden kaynaklanan sorunları azaltarak daha sağlıklı ve tatmin edici bir iş ortamı oluşturabildikleri gözlemlenmektedir. Sonuç olarak, örgütsel sinizmin etkilerinin hafifletilmesi için öğretmenlere, yöneticilere ve politika yapıcılara yönelik stratejiler geliştirilmesinin gerekli olduğu vurgulanmıştır.
KW  - Okul müdürü
KW  - Sınıf öğretmeni
KW  - Nitel araştırma
KW  - Sinizm
KW  - Örgütsel sinizm
N2  - This study aims to explore the consequences of organizational cynicism- cynical behaviors arising from teachers' attitudes toward their institutions- from the perspectives of classroom teachers. The research employs a phenomenological approach, a qualitative research method. The study group consisted of 16 classroom teachers working at a primary school in the Odunpazarı district of Eskişehir during the 2023-2024 academic year. A purposive sampling method was employed, and data were collected using a semi-structured interview technique. The collected data were analyzed using content analysis. The findings indicate that factors such as discrimination, threats and mobbing, gossip and vested interests, inappropriate administrative behaviors, and a closed school management system prominently influence teachers' perceptions and experiences of organizational cynicism. Additionally, managerial attitudes, workload, teacher interactions, and school climate emerged as key reasons behind the development of organizational cynicism among teachers Examining the outcomes of organizational cynicism reveals its impact on motivation and job satisfaction, professionalism, teacher identity, and educational outcomes. Strategies including communication and collaboration, professional development, and maintaining focus effectively mitigate the negative effects of organizational cynicism. These strategies help teachers mitigate the challenges associated with cynicism, fostering a healthier and more satisfying work environment. In conclusion, the study underscores the necessity for teachers, administrators, and policymakers to develop strategies that mitigate the effects of organizational cynicism.
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CR  - Steele, J., Steiner, E., & Hamilton, L. (2020). Priming the leadership pipeline: school performance and climate under an urban school leadership residency program. Educational Administration Quarterly, 57(2), 221-256. https://doi.org/10.1177/0013161x20914720
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UR  - https://doi.org/10.47525/ulasbid.1576388
L1  - https://dergipark.org.tr/tr/download/article-file/4327240
ER  -