İş Doyumunun Yordayıcısı Olarak Okul İklimi ve Öz-Yeterlik

Yıl 2021, Cilt 14, Sayı 4, 548 - 569, 19.10.2021

Yusuf TÜRKER Ümit KAHRAMAN

https://doi.org/10.30831/akukeg.901457

Öz

Bu çalışmada, algılanan okul ikliminin öğretmen iş doyumunu nasıl etkilediği ve öz yeterliliğin okul ikliminin iş doyumu üzerindeki etkisinde nasıl aracılık ettiği araştırılmıştır. Araştırmada Ekonomik İş birliği ve Kalkınma Örgütü tarafından Türk öğretmenlerinden toplanan 2018 Uluslararası Öğretme ve Öğrenme Araştırması verileri kullanılmıştır. Araştırma verileri Uluslararası Öğretme ve Öğrenme Araştırması Öğretmen Anketi’nde yer alan Öğretmen Öz-yeterlik, İş Doyumu ve Okul İklimi ölçeklerine katılımcıların verdikleri yanıtlardan elde edilmiştir. Araştırmaya ilkokul, ortaokul ve lisede görev yapmakta olan toplamda 15498 öğretmen katılmasına rağmen eksik veri içeren katılımcılar analiz dışı bırakılmıştır. Araştırma kapsamında 12111 öğretmenden elde edilen veriler kullanılmıştır. Kurgulanan modelin yapısal eşitlik modeli ile test edilmesinin ardından şu sonuçlara ulaşılmıştır: Öğretmenlerin öz yeterlilikleri iş doyumunu doğrudan etkilemektedir. Okul ikliminin disiplin boyutu iş doyumunu doğrudan ve olumsuz etkilemektedir. Okul ikliminin diğer iki boyutu olan öğretmen öğrenci ilişkileri ve paydaşlar arasında katılım boyutları iş doyumunu doğrudan ve pozitif yönde etkilemektedir. Okul ikliminin bütün boyutları öz yeterlilik üzerinden iş doyumunu dolaylı olarak etkilemektedir.

Anahtar Kelimeler

Okul iklimi, özyeterlik, iş doyumu, TALIS 2018, Okul iklimi, özyeterlik, iş doyumu, TALIS 2018

School Climate and Self-Efficacy as Predictor of Job Satisfaction

Öz

In this research, the direct effect of school climate on teacher job satisfaction and he indirect effect of school climate on job satisfaction through self-efficacy were investigated. International Teaching and Learning Survey-2018 (TALIS 2018) data collected by the Organization for Economic Co-Operation and Development (OECD) from Turkish teachers were used in the study. In this context, the data of a total of 12111 teachers working at ISCED level 1 primary school, ISCED level 2 lower secondary school and ISCED level 3 upper secondary school were used. Following the testing of the constructed model with the structural equation model, the following results were obtained: Teachers' self-efficacy directly affects job satisfaction. The perceived disciplinary dimension of the school climate directly and negatively affects job satisfaction. The other two dimensions of the school climate, teacher-student relations and the dimensions of participation among stakeholders, affect job satisfaction directly and positively. All dimensions of the school climate indirectly affect job satisfaction through self-efficacy.

Anahtar Kelimeler

School climate, self-efficacy, job satisfaction, TALIS 2018

Kaynakça

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