Destekleyici Okul Kültürü ile Öğretmenlerin İş Doyumları Arasındaki İlişki: Meslektaşlarla Bağlantı Kurma İsteğinin Aracı Rolü

Yıl 2023, Cilt: 43 Sayı: 2, 1191 - 1217, 02.09.2023

Fatih Şahin Emre Sönmez Emre Er Onur Erdoğan

https://doi.org/10.17152/gefad.1295265

Öz

Bu çalışma, destekleyici okul kültürü, öğretmenlerin iş tatmini ve öğretmenlerin bağlantı kurma istekliliği arasındaki ilişkileri incelemeyi amaçlamaktadır. Araştırmaya Ankara'da görev yapan toplam 312 öğretmen katılmıştır. Araştırmanın verileri Okul Kültürü Ölçeği, Sosyal Ağ Eğilim Ölçeği ve İş Doyumu Ölçeği aracılığıyla toplanmıştır. Destekleyici okul kültürü ile öğretmenlerin iş doyumu arasındaki ilişkide öğretmenlerin bağlantı kurma istekliliğinin aracı rolünü belirlemek için yapısal eşitlik modellemesi (YEM) tekniği kullanılmıştır. Araştırmanın sonuçları, bağımsız ve bağımlı değişkenler arasında pozitif ve anlamlı ilişkilerin olduğunu göstermiştir. Ayrıca, destekleyici okul kültürü, öğretmenlerin bağlantı kurma istekliliğini ve iş doyumunu olumlu ve anlamlı bir şekilde yordamaktadır. Ek olarak, öğretmenlerin bağlantı kurma istekliliği, iş doyumunun pozitif yönlü ve anlamlı bir yordayıcısıdır. Son olarak destek kültürü ile öğretmen iş doyumu arasındaki ilişkide öğretmenlerin bağlantı kurma istekliliğinin aracı rolünün istatistiksel olarak anlamlı olduğu belirlenmiştir. Çalışmanın sonuçları istatistiksel olarak teorik modeli desteklemiştir.

Anahtar Kelimeler

Öğretmen iş doyumu, Öğretmen bağlantı kurma istekliliği, Destekleyici okul kültürü

The Relationship between Supportive School Culture and Teacher Job Satisfaction: Mediating Role of Professional Network Intentions

Öz

This study aims to examine the relationships between supportive school culture, teacher job satisfaction and teacher willingness to connect. A total of 312 teachers working in Ankara participated. The study data were gathered through the School Culture Scale, Social Network Tendency Scale and Job Satisfaction Scale. Structural equation modelling (SEM) technique was used to determine the mediating role of teacher willingness to connect in the relationship between supportive school culture and teacher job satisfaction. The results of the study indicated that there are positive and significant relationships between independent and dependent variables. Moreover, supportive school culture seems to predict teacher willingness to connect and job satisfaction positively and significantly. In addition, teacher willingness to connect is a positive and significant predictor of job satisfaction. Finally, it was determined that the mediating role of teacher willingness to connect in the relationship between support culture and teacher job satisfaction was statistically significant. The results of the study statistically supported the theoretical model.

Anahtar Kelimeler

Teachers’ job satisfaction, Professional network intentions, Supportive school culture

Kaynakça

• Abedi, A., & Mozaffarie, F. A. (2015). Studying relationship of organizational culture with life satisfaction among teachers of first period high school from five districts of education in Tabriz city. Journal of Social Studies, 1(11), 212-218.
• Aelterman, A., Engels, N., Van Petegem, K., & Pierre Verhaeghe, J. (2007). The well‐being of teachers in Flanders: the importance of a supportive school culture. Educational Studies, 33(3), 285-297. https://doi.org/10.1080/03055690701423085
• Alanoğlu, M. & Demirtaş, Z. (2019). The relationship between teachers' perceptions of organizational justice and job satisfaction. Pegem Eğitim ve Öğretim Dergisi, 9(1), 149-170. http://dx.doi.org/10.14527/pegegog.2019.006
• Bektaş, F., Öçal, M. F., & İbrahim, A. (2012). School culture as the predictor of job satisfaction with respect to teachers' perceptions: A causal study. The New Educational Review, 27(1), 295-305.
• Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37(5), 662–683. https://doi.org/10.1177/00131610121969460
• Coburn, C. E., & Russell, J. L. (2008). District policy and teachers' social networks. Educational Evaluation and Policy Analysis, 30(3), 203-235. https://doi.org/10.3102/0162373708321829
• Cohen, A., Klein, K., Daly, A. J., & Finnigan, K. (2011). Out with the old, in with the new: When are leader successions successful. New Directions in Leadership Annual Meeting. The Wharton School of Business University of Pennsylvania.
• Crossman, A., & Harris, P. (2006). Job satisfaction of secondary school teachers. Educational Management Administration & Leadership, 34(1), 29–46. https://doi.org/10.1177/1741143206059538
• Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (2. Baskı) [Multivariate statistics for social sciences: SPSS and LISREL applications]. Ankara: Pegem Akademi.
• Daly, A.J., Moolenaar, N.M., Bolivar, J.M., & Burke, P. (2010). Relationships in reform: The role of teachers' social networks. Journal of Educational Administration, 48(3), 359-391. https://doi.org/10.1108/09578231011041062
• De Jong, K. J., Moolenaar, N. M., Osagie, E., & Phielix, C. (2016). Valuable connectıons: A social capital perspectve on teachers' social networks, commitment and self-effıcacy. Pedagogía Social, (28), 71-83.
• Demirtaş, Z. (2010). Teachers' job satisfaction levels. Procedia Social and Behavioral Sciences, 9, 1069–1073.
• Er, E., & Çalık, T. (2017). The relationships between primary school teachers' social network tendency and perceptions on social network structure of the school. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(3), 1061-1083. DOI: 10.17152/gefad.338136
• Fairman, J. C., & Mackenzie, S. V. (2015). How teacher leaders influence others and understand their leadership. International Journal of Leadership in Education, 18(1), 61-87. https://doi.org/10.1080/13603124.2014.904002
• Flap, H., & Völker, B. (2001). Goal specific social capital and job satisfaction. Effects of different types of networks on instrumental and social aspects of work. Social Networks, 23, 297–320. https://doi.org/10.1016/S0378-8733(01)00044-2
• Garvin, D. A., Edmondson, A. C., & Gino, F. (2008). Is yours a learning organization? Harvard Business Review, 86(3), 109–116.
• Gligorović, B., Nikolić, M., Terek, E., Glušac, D., & Tasić, I. (2016). The impact of school culture on Serbian primary teachers' job satisfaction. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 31(2), 231-248. DOI:10.16986/HUJE.2016015184
• Ho, C. L., & Au, W. T. (2006). Teaching satisfaction scale: Measuring job satisfaction of teachers. Educational and Psychological Measurement, 66, 172-185.
• Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions and organizations across nations. London: Sage.
• Huebner, E. S. (1994). Relationships among demographics, social support, job satisfaction and burnout among school psychologists. School Psychology International, 15(2), 181–186. https://doi.org/10.1177/0143034394152007
• Hurlbert, J. S. (1991). Social networks, social circles, and job satisfaction. Work and Occupations, 18(4), 415-430. https://doi.org/10.1177/0730888491018004003
• İlhan, M., & Çetin, B. (2014). LISREL ve AMOS programları kullanılarak gerçekleştirilen yapısal eşitlik modeli (yem) analizlerine ilişkin sonuçların karşılaştırılması. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 5(2), 26-42.
• Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How context matters in high-need schools: The effects of teachers' working conditions on their professional satisfaction and their students' achievement. Teachers College Record, 114(10), 1-39.
• Kim, I., & Loadman, W. E. (1994). Predicting teacher job satisfaction. Retrieved from https://files.eric.ed.gov/fulltext/ED383707.pdf
• Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741.
• Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers' collective efficacy, job satisfaction, and job stress in cross-cultural context. The Journal of Experimental Education, 78, 464–486.
• Kurt, N., & Demirbolat, A. O. (2019). Investigation of the Relationship between Psychological Capital Perception, Psychological Well-Being and Job Satisfaction of Teachers. Journal of Education and Learning, 8(1), 87-99.
• Leithwood, K., Leonard, L., & Sharratt, L. (1998). Conditions fostering organizational learning in schools. Educational Administration Quarterly, 34(2), 243-276. https://doi.org/10.1177/0013161X98034002005
• Liu, S., & Onwuegbuzie, A. J. (2012). Chinese teachers' work stress and their turnover intention. International Journal of Educational Research, 53, 160-170. https://doi.org/10.1016/j.ijer.2012.03.006
• Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430–453. https://doi.org/10.1177/1741143220910438
• Liu, X. S., & Ramsey, J. (2008). Teachers’ job satisfaction: Analyses of the teacher follow-up survey in the United States for 2000–2001. Teaching and Teacher Education, 24(5), 1173-1184.
• Lund, D. B. (2003). Organizational culture and job satisfaction. Journal of Business & Industrial Marketing, 18(3), 219-236. https://doi.org/10.1108/0885862031047313
• Mitchell, J. T., & Willower, D. J. (1992). Organizational culture in a good high school. Journal of Educational Administration, 30(1), 6-16. https://doi.org/10.1108/09578239210008781
• Moolenaar, N. M., Daly, A. J., & Sleegers, P. J. C. (2010). Occupying the principal position: examining relationships between transformational leadership, social network position, and schools' innovative climate. Educational Administration Quarterly, 46(5), 623–670. https://doi.org/10.1177/0013161X10378689
• Moolenaar, N. M., Daly, A. J., Cornelissen, F., Liou, Y. H., Caillier, S., Riordan, R., ... & Cohen, N. A. (2014). Linked to innovation: Shaping an innovative climate through network intentionality and educators' social network position. Journal of Educational Change, 15(2), 99-123.
• Moolenaar, N. M., Sleegers, P. J., & Daly, A. J. (2012). Teaming up: Linking collaboration networks, collective efficacy, and student achievement. Teaching and Teacher Education, 28(2), 251-262. https://doi.org/10.1016/j.tate.2011.10.001
• Nelson, R. (1989). The strength of strong ties: social networks and intergroup conflict in organizations. Academy of Management Journal, 32(2), 377‐401. https://doi.org/10.5465/256367
• Nugroho, M. A. (2018). The effects of collaborative cultures and knowledge sharing on organizational learning. Journal of Organizational Change Management, 31(5), 1138-1152. https://doi.org/10.1108/JOCM-10-2017-0385
• OECD. (2014). TALIS 2013 results: An international perspective on teaching and learning. OECD Publishing.
• Penuel, W. R., Riel, M., Krause, A., & Frank, K. A. (2009). Analyzing teachers' professional interactions in a school as social capital: A social network approach. Teachers College Record, 111(1), 124-163.
• Peterson, K. D., & Deal, T. E. (2009). The shaping school culture fieldbook (Second Edition). San Francisco, CA: Jossey-Bass.
• Pheysey, D. C. (1993). Organizational cultures: Types and transformations. Taylor & Francis.
• Reeves, P. M., Pun, W. H., & Chung, K. S. (2017). Influence of teacher collaboration on job satisfaction and student achievement. Teaching and Teacher Education, 67, 227-236. https://doi.org/10.1016/j.tate.2017.06.016
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. doi:10.1037/0003-066X.55.1.68
• Sadeghi, K., Amani, J., & Mahmudi, H. (2013). A structural model of the impact of organizational culture on job satisfaction among secondary school teachers. The Asia-Pacific Education Researcher, 22(4), 687-700. https://doi.org/10.1007/s40299-013-0074-0
• Sahin, F., & Yenel, K. (2021). Relationship between enabling school structure, teacher social network intentions and professional learning community. Research in Pedagogy, 11(1), 17-30.
• Şahin Toptaş, A. (2023). Views of foreign language teacher candidates on teaching profession and teaching practice, The Journal of Language Teaching and Learning 13(2), 37-56.
• Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038. https://doi.org/10.1016/j.tate.2011.04.001
• Speelman Klop, M. (2021). Enhancing new teacher educators' network intentionality (Master's Thesis). Open Universiteit, Netherland.
• Srivastava, S. B., & Banaji, M. R. (2011). Culture, cognition, and collaborative networks in organizations. American Sociological Review, 76(2), 207–233. https://doi.org/10.1177/0003122411399390
• Stokes, J. P. (1983). Predicting satisfaction with social support from social network structure. American Journal of Community Psychology, 11(2), 141-152. https://doi.org/10.1007/BF00894363
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston, MA: Allyn & Bacon.
• Terzi, A. R. (2005). Organizational culture in primary schools. Kuram ve Uygulamada Eğitim Yönetimi, (43), 423-442.
• Torres, D. G. (2019). Distributed leadership, professional collaboration, and teachers' job satisfaction in US schools. Teaching and Teacher Education, 79, 111-123. https://doi.org/10.1016/j.tate.2018.12.001
• Van Maele, D., Moolenaar, N. M., Daly, A. J., DiPaola, M., & Hoy, W. (2015). All for one and one for all: A social network perspective on the effects of social influence on teacher trust. Leadership and School Quality, 171-196.
• Yang, K., & Kassekert, A. (2010). Linking management reform with employee job satisfaction: Evidence from federal agencies. Journal of Public Administration Research and Theory, 20(2), 413-436. https://doi.org/10.1093/jopart/mup010
• You, S., Kim, A. Y., & Lim, S. A. (2017). Job satisfaction among secondary teachers in Korea: Effects of teachers' sense of efficacy and school culture. Educational Management Administration & Leadership, 45(2), 284–297. https://doi.org/10.1177/1741143215587311
• Zhu, C., Devos, G., & Li, Y. (2011). Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school. Asia Pacific Education Review, 12(2), 319-328. https://doi.org/10.1007/s12564-011-9146-0