ÖĞRETMENLERİN ÖZ-YETERLİKLERİ VE ÖRGÜTSEL ÖZDEŞLEŞMELERİ

Öz

Eğitim kurumlarında göre yapan öğretmenlerin mesleki performansları açısından öz-yeterlik inançları ve örgütsel özdeşleşme düzeyleri ön plana çıkan iki özelliktir. Bu araştırmada ilkokullarda ve ortaokullarda görev yapmakta olan öğretmenlerinin genel öz-yeterlik inançları ve çalıştıkları kurumlar olan okullarına yönelik örgütsel özdeşleşme düzeyleri arasındaki ilişki incelenmiştir. Ayrıca bu özelliklerin öğretmenlerin cinsiyeti, yaşı ve mesleki kıdemi gibi özelliklere göre nasıl farklılık gösterdiği araştırılmıştır. Araştırmaya Adana ilinde görev yapmakta olan 122’si erkek ve 262’si kadın olmak üzere 384 öğretmen uygun örnekleme yöntemiyle dahil edilmiştir. Araştırma sonucunda öğretmenlerin genel öz-yeterlikleri ile örgütsel özdeşleşme düzeyleri arasındaki ilişkinin olumlu ve istatistiki olarak anlamlı olduğu bulunmuştur. Öz-yeterlik ve örgütsel özdeşleşme özellikleri, demografik değişkenlere göre anlamlı düzeyde farklılık göstermemiştir. Ayrıca, örgütsel özdeşleşme düzeyinin anlamlı yordayıcıları olarak öz-yeterlik sürdürme alt boyutu, yaş ve mesleki kıdem bulunmuştur. Ulaşılan bulgular genel olarak alanyazındaki bulgular ile tutarlılık göstermektedir. Bulgular tartışılmış ve bunlara bağlı olarak önerilerde bulunulmuştur.

Anahtar Kelimeler

• Öğretmen
• Öz-yeterlik
• Örgütsel özdeşleşme

TEACHERS’ SELF-EFFICACY AND PERCEPTIONS OF ORGANIZATIONAL IDENTIFICATION

Abstract

Self-efficacy and organizational identification levels of teachers in school settings are two prominent characteristics in terms of their professional performance. The current research examines the relationship between the self-efficacy of primary and secondary school teachers and their organizational identification levels with the schools where they work. Additionally, the study investigates how these characteristics differ according to teachers' gender, age, and professional seniority. A total of 384 teachers, 122 male and 262 female, working in Adana province were included in the study using a convenient sampling method. The research findings revealed significant and positive relationships between teachers’ overall self-efficacy and organizational identification levels. Self-efficacy and organizational identification characteristics did not show significant differences according to demographic variables. Moreover, a subdimension of self-efficacy, that is perseverance-insistence, and professional seniority were identified as significant predictors of organizational identification levels. The obtained results are generally consistent with the findings in the literature. The findings are discussed, and recommendations are provided accordingly.

Keywords

• Teacher
• Self-efficacy
• Organizational identification

Kaynakça

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