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LİSE ÖĞRETMENLERİNİN ÖRGÜT KÜLTÜRÜ ALGILARININ İNCELENMESİ: İSKENDERUN ÖRNEĞİ

Yıl 2022, Cilt: 4 Sayı: 2, 106 - 125, 15.12.2022
https://doi.org/10.48166/ejaes.1214486

Öz

Bu araştırmada, liselerde görev yapan öğretmenlerin, örgüt kültürü ve alt boyutlarında yapılan uygulamalara katılma dereceleri ile okul kültürünün mevcut durumunu belirlemek; örgüt kültürü ile motivasyon algıları arasındaki ilişkinin araştırılması amaçlanmıştır. Öğretmenlerin algılarına dayanarak, görev yaptıkları okulların örgüt kültürü özelliklerini ne derece gösterdikleri incelenmiştir. Araştırmanın örneklemini 2022-2023 Eğitim Öğretim yılında, Hatay İli İskenderun İlçesinde görev yapan 443 öğretmen oluşturmaktadır. Veri toplama aracı olarak Kişisel Bilgi Formu, İpek (1999) tarafından geliştirilen "Örgütsel Kültür Ölçeği" ve Uçar (2015) tarafından geliştirilen "Öğretmen Motivasyon Ölçeği" kullanılmıştır. Çalışma grubunda yer alan öğretmenlerin demografik bilgileri frekans ve yüzde dağılımları çıkarılmıştır. Birinci alt problem için örgüt kültürü ve öğrenen örgüt ölçeklerinin aritmetik ortalama ve standart sapma puanları hesaplanmıştır. İkinci alt problem için örgüt kültürü ve öğrenen örgüt algılarının cinsiyet ve branş değişkenine göre değişimini belirlemek amacıyla bağımsız örneklem t testi analizi kullanılmıştır. Yaş ve mesleki kıdem değişkenine göre değişimlerini belirlemek amacıyla ilişkisiz örneklem için tek faktörlü varyans analizi kullanılmıştır. Araştırmanın sonucunda, öğretmenlerin örgüt kültürü algılarının “Yüksek” düzeyde, öğrenen örgüt algılarının ise “Orta” düzeyde olduğu sonucuna ulaşılmıştır. Araştırmada öğretmenlerin örgüt kültürü ve öğrenen örgüt algılarında cinsiyet, branş, yaş ve mesleki kıdem durumlarında anlamlı ayrışma olmadığı sonucuna ulaşılmıştır. Araştırmada öğretmenlerin örgüt kültürü (tüm boyutlarda) ile öğrenen örgüt algıları (tüm boyutlarda) arasında pozitif yönde “Orta” seviyede bir ilişki olduğu sonucuna ulaşılmıştır.

Anahtar Kelimeler: Öğrenen Örgüt, Örgüt Kültürü, Mesleki Kültür, Lise

Kaynakça

  • Ada, S., Akan, D., Ayık, A., Yıldırım, I. and Yalçın, P. (2013). Teachers' motivation factors . Ataturk University Journal of Social Sciences Institute, 17 (3), 151-166. https://doi.org/13.3410/548873291287304521
  • Aelterman, A., Engels, N, Petegem, KV, and Verhaeghe, J. (2007). Teachers' well-being Flanders: The importance of a supportive school culture. Educational Studies, 33 (3), 285-298. https://doi.org/10.1080/03055690701423085
  • Alayoğlu, N. and Doğan, E. (2015). The effects of organizational culture on employee motivation: An application in the municipal sector, Istanbul Commerce University, Foreign Trade Institute, discussion articles. 27.10.2022. http://www.ticaret.edu.tr/uploads/dosyalar/921/WPS%20NO
  • Alemdağ, C., Öncü, E., and Yılmaz, AK (2014). Academic motivation and academic self-efficacy of pre-service physical education teachers. Hacettepe Journal of Sport Sciences, 25 (1), 23-35.
  • Agreement, T. and Peterson, K. (1990). The main role of shaping culture. Washington Office of Educational Research and Provenance.
  • Argon, T. and Erturk, R. (2013). Intrinsic motivations and organizational identity perceptions of primary school teachers. Educational Administration: Theory and Practice, 19 (2), 159-179.
  • Argon, T., İsmetoğlu, M. and İşeri, B. (2014). Artistic supervision in primary schools and teachers' views on artistic supervision on teacher motivation. Journal of Education and Training Research, 3 (2), 286-296.
  • Ayik, A. and Ada, Co. (2009). The relationship between the effectiveness of school culture created in primary schools. Gaziantep University Journal of Social Sciences, 8, 429-446.
  • Ayık, A. and Schayir, G. (2015). The structure of the relationship between learning organization and school culture according to teachers' perceptions. Elementary Online, 14 (2), 379-394.
  • Balay, R., Kaya, A. and Culha, A. (2013). The relationship between organizational culture and organizational cynicism. Cumhuriyet University Journal of Economics and Administrative Sciences, 14(2), 123-144.
  • Balci, A. (1996). Effective schools and applicability in Turkey . Ankara. Nobel Publications.
  • Budak, S. (2005). Psychology dictionary. Ankara. Science and Art Publications.
  • Can, A. (2014). Quantitative data analysis in scientific research process with SPSS. Ankara. Pegem Publications.
  • Carey, K. (2004). The true value of teachers . Education Foundation, 8 (1), 3-43.
  • Chisiu, CM (2013). The role of motivation in school evaluation, teachers and student partners in the evaluation process. Revista Romaneasca Pentru Educatie Multidimesnonala, 5 (2), 119-129. https://doi.org/10.18662/rrem/2013.0502.10
  • Celik, M. (2007). Organizational culture and organizational citizenship behavior. PhD thesis, Atatürk University, Erzurum.
  • Cetin, M., Dogan, B. and Kınık (2016). The effect of organizational culture on decision making patterns of undergraduate students in higher education. International Journal of Educational Sciences, 3 (9), 223-232.
  • Cevik, A. and Kose, A. (2017). Examining the relationship between teachers' perceptions of school acculturation and their motivation . Journal of Human and Social Sciences Research, 6 (2), 996-1014.
  • Covington, MV (2000). Intrinsic and extrinsic motivation in schools: a compromise. Current Guidelines in Psychological Approach, 9(1), 22-25. https://doi.org/10.1111/1467-8721.00052
  • Demirtas, Z. (2010). The relationship between school culture and student achievement. Journal of Education and Science, 35 (158), 3-13.
  • Erturk R. (2016). Work motivation of teachers. Journal of Education, Theory and Practical Studies, 2 (3), 1-15.
  • Firat, N. (2007). School culture and teachers' value system. Master's thesis, Dokuz Eylul University, Izmir.
  • Kilian, C. (1999). The two sides of the school culture coin. Technos Quarterly, 8/3. http://www.technos.net/journal/volume8/3kilian.htm (07.02.2004).
  • Kono, T. (1992). Corporate culture and long-range plannig. Strategic Management in Japanese Companies. (pp. 55-65). Oxford. Pergamon Pres.
  • Ozcan, H. (1996). Management styles applied in high schools. (Unpublished PhD Thesis). Ankara University, Institute of Social Sciences.
  • Peterson, KD, & Deal, TE (2002). Shaping school culture fieldbook. San Francisco. Jossey-Bass Publishers.
  • Pheysey DC (1993). organizational culture. Types and transformations. london Routledge.
  • Ramsey, RD (1992). Secondary principal's survival guide. New Jersey. Prentice Hall Inc.
  • Rosenholtz, SJ (1991). Teacher's workplace. The social organization of schools. New York. Teachers College Pres.
  • Sisman, M. (2002). Organizations and cultures . Ankara: Pegem A publications.
  • Stolp S. & Smith, SC (1997) “Cultural leadership.” In Smith& Piele (Ed.) (pp.157-178) School Leadership. Handbook for Excellence. (Third edition) USA.University of Oregon.
  • Tailor, AR (1999). Organizational culture in private and public high schools. (Unpublished PhD Thesis) Gazi University Institute of Educational Sciences, Ankara.

EXAMINATION OF HIGH SCHOOL TEACHERS' PERCEPTIONS OF ORGANIZATIONAL CULTURE: ISKENDERUN SAMPLE

Yıl 2022, Cilt: 4 Sayı: 2, 106 - 125, 15.12.2022
https://doi.org/10.48166/ejaes.1214486

Öz

In this study, it was aimed to determine the degree of participation of teachers working in high schools in the practices made in organizational culture and its sub-dimensions, and to determine the current state of school culture; In this study, it was aimed to investigate the relationship between organizational culture and motivation perceptions. Based on the perceptions of the teachers, it was examined to what extent the schools they work in showed the organizational culture characteristics. The sample of the research consists of 443 teachers working in Hatay Province Iskenderun District in the 2022-2023 academic year. Personal Information Form, "Organizational Culture Scale" developed by İpek (1999) and "Teacher Motivation Scale" developed by Uçar (2015) were used as data collection tools. The demographic information, frequency and percentage distributions of the teachers in the study group were extracted. For the first sub-problem, arithmetic mean and standard deviation scores of organizational culture and learning organization scales were calculated. For the second sub-problem, independent sample t-test analysis was used to determine the change in organizational culture and learning organization perceptions according to gender and branch variable. A single factor analysis of variance was used for the unrelated sample in order to determine the changes according to age and professional seniority. As a result of the research, it was concluded that the organizational culture perceptions of the teachers were at the "High" level and the learning organization perceptions were at the "Moderate" level. In the study, it was concluded that there was no significant difference in the perceptions of teachers' organizational culture and learning organization in terms of gender, branch, age and professional seniority. In the research, it was concluded that there is a positive "moderate" relationship between teachers' organizational culture (in all dimensions) and learning organization perceptions (in all dimensions).

Keywords: Learning Organization, Organizational Culture, Professional Culture, High School

Kaynakça

  • Ada, S., Akan, D., Ayık, A., Yıldırım, I. and Yalçın, P. (2013). Teachers' motivation factors . Ataturk University Journal of Social Sciences Institute, 17 (3), 151-166. https://doi.org/13.3410/548873291287304521
  • Aelterman, A., Engels, N, Petegem, KV, and Verhaeghe, J. (2007). Teachers' well-being Flanders: The importance of a supportive school culture. Educational Studies, 33 (3), 285-298. https://doi.org/10.1080/03055690701423085
  • Alayoğlu, N. and Doğan, E. (2015). The effects of organizational culture on employee motivation: An application in the municipal sector, Istanbul Commerce University, Foreign Trade Institute, discussion articles. 27.10.2022. http://www.ticaret.edu.tr/uploads/dosyalar/921/WPS%20NO
  • Alemdağ, C., Öncü, E., and Yılmaz, AK (2014). Academic motivation and academic self-efficacy of pre-service physical education teachers. Hacettepe Journal of Sport Sciences, 25 (1), 23-35.
  • Agreement, T. and Peterson, K. (1990). The main role of shaping culture. Washington Office of Educational Research and Provenance.
  • Argon, T. and Erturk, R. (2013). Intrinsic motivations and organizational identity perceptions of primary school teachers. Educational Administration: Theory and Practice, 19 (2), 159-179.
  • Argon, T., İsmetoğlu, M. and İşeri, B. (2014). Artistic supervision in primary schools and teachers' views on artistic supervision on teacher motivation. Journal of Education and Training Research, 3 (2), 286-296.
  • Ayik, A. and Ada, Co. (2009). The relationship between the effectiveness of school culture created in primary schools. Gaziantep University Journal of Social Sciences, 8, 429-446.
  • Ayık, A. and Schayir, G. (2015). The structure of the relationship between learning organization and school culture according to teachers' perceptions. Elementary Online, 14 (2), 379-394.
  • Balay, R., Kaya, A. and Culha, A. (2013). The relationship between organizational culture and organizational cynicism. Cumhuriyet University Journal of Economics and Administrative Sciences, 14(2), 123-144.
  • Balci, A. (1996). Effective schools and applicability in Turkey . Ankara. Nobel Publications.
  • Budak, S. (2005). Psychology dictionary. Ankara. Science and Art Publications.
  • Can, A. (2014). Quantitative data analysis in scientific research process with SPSS. Ankara. Pegem Publications.
  • Carey, K. (2004). The true value of teachers . Education Foundation, 8 (1), 3-43.
  • Chisiu, CM (2013). The role of motivation in school evaluation, teachers and student partners in the evaluation process. Revista Romaneasca Pentru Educatie Multidimesnonala, 5 (2), 119-129. https://doi.org/10.18662/rrem/2013.0502.10
  • Celik, M. (2007). Organizational culture and organizational citizenship behavior. PhD thesis, Atatürk University, Erzurum.
  • Cetin, M., Dogan, B. and Kınık (2016). The effect of organizational culture on decision making patterns of undergraduate students in higher education. International Journal of Educational Sciences, 3 (9), 223-232.
  • Cevik, A. and Kose, A. (2017). Examining the relationship between teachers' perceptions of school acculturation and their motivation . Journal of Human and Social Sciences Research, 6 (2), 996-1014.
  • Covington, MV (2000). Intrinsic and extrinsic motivation in schools: a compromise. Current Guidelines in Psychological Approach, 9(1), 22-25. https://doi.org/10.1111/1467-8721.00052
  • Demirtas, Z. (2010). The relationship between school culture and student achievement. Journal of Education and Science, 35 (158), 3-13.
  • Erturk R. (2016). Work motivation of teachers. Journal of Education, Theory and Practical Studies, 2 (3), 1-15.
  • Firat, N. (2007). School culture and teachers' value system. Master's thesis, Dokuz Eylul University, Izmir.
  • Kilian, C. (1999). The two sides of the school culture coin. Technos Quarterly, 8/3. http://www.technos.net/journal/volume8/3kilian.htm (07.02.2004).
  • Kono, T. (1992). Corporate culture and long-range plannig. Strategic Management in Japanese Companies. (pp. 55-65). Oxford. Pergamon Pres.
  • Ozcan, H. (1996). Management styles applied in high schools. (Unpublished PhD Thesis). Ankara University, Institute of Social Sciences.
  • Peterson, KD, & Deal, TE (2002). Shaping school culture fieldbook. San Francisco. Jossey-Bass Publishers.
  • Pheysey DC (1993). organizational culture. Types and transformations. london Routledge.
  • Ramsey, RD (1992). Secondary principal's survival guide. New Jersey. Prentice Hall Inc.
  • Rosenholtz, SJ (1991). Teacher's workplace. The social organization of schools. New York. Teachers College Pres.
  • Sisman, M. (2002). Organizations and cultures . Ankara: Pegem A publications.
  • Stolp S. & Smith, SC (1997) “Cultural leadership.” In Smith& Piele (Ed.) (pp.157-178) School Leadership. Handbook for Excellence. (Third edition) USA.University of Oregon.
  • Tailor, AR (1999). Organizational culture in private and public high schools. (Unpublished PhD Thesis) Gazi University Institute of Educational Sciences, Ankara.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Ramazan Murat Kuyubaşıoğlu 0000-0002-5314-8266

Ali Koç 0000-0001-9738-1986

Ebru Yıldızber 0000-0003-1407-0862

Pınar Karaciğer 0000-0001-6545-7843

Erken Görünüm Tarihi 6 Temmuz 2022
Yayımlanma Tarihi 15 Aralık 2022
Gönderilme Tarihi 4 Aralık 2022
Kabul Tarihi 14 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 4 Sayı: 2

Kaynak Göster

APA Kuyubaşıoğlu, R. M., Koç, A., Yıldızber, E., Karaciğer, P. (2022). EXAMINATION OF HIGH SCHOOL TEACHERS’ PERCEPTIONS OF ORGANIZATIONAL CULTURE: ISKENDERUN SAMPLE. Journal of Advanced Education Studies, 4(2), 106-125. https://doi.org/10.48166/ejaes.1214486

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