Örgütsel Sosyalizasyon Sürecinin Öğretmenler Üzerinde İncelenmesi: Nitel Bir Araştırma

Öz

Örgütsel sosyalizasyon, bir kuruma yeni katılan bireylerin örgüt değerlerini, normlarını ve beklentilerini öğrenerek etkin bir üye hâline geldikleri çok boyutlu uyum sürecini ifade etmektedir. Çalışma kapsamında, örgütsel sosyalizasyon sürecinin eğitim alanındaki yansımalarını ortaya koymak amacıyla Aydın ilindeki çeşitli liselerde son üç yıl içinde göreve başlayan 20 öğretmen ile nitel bir araştırma gerçekleştirilmiştir. Tematik analiz bulguları, öğretmenlerin başlangıçta yalnızlık ve belirsizlik gibi zorluklar yaşadıklarını ancak açık iletişim, mentorluk, proje tabanlı çalışmalar ve sosyal etkinliklerin uyum sürecini hızlandırdığını göstermektedir. Ayrıca, olumlu veli-öğrenci ilişkileri ve düzenli geri bildirim mekanizmaları, mesleki kimlik gelişimini ve kuruma aidiyeti artırıcı faktörler olarak öne çıkmıştır. Destek sistemlerinin yetersizliği durumunda ise yalnızlık hissi ve motivasyon kaybının arttığı gözlenmiştir. Elde edilen bulgular, bireylerin kurumsal uyum süreçlerini, mesleki kimlik gelişimlerini ve sosyal destek mekanizmalarının etkisini anlamaya yönelik anlamlı bir çerçeve sunmaktadır.

Anahtar Kelimeler

• Örgütsel Sosyalizasyon
• Öğretmen
• Nitel Araştırma

Examining the Organizational Socialization Process Among Teachers: A Qualitative Study

Öz

Organizational socialization refers to the multidimensional adaptation process in which newly recruited individuals learn the values, norms, and expectations of an institution and become active members. In this study, conducted to reveal the reflections of the organizational socialization process in the field of education, qualitative research was carried out with 20 teachers who started working in various high schools in Aydın province within the last three years. The findings from thematic analysis indicate that teachers initially experienced challenges such as loneliness and uncertainty, but open communication, mentoring, project-based activities, and social events accelerated the adaptation process. Moreover, positive parent-student relationships and regular feedback mechanisms emerged as factors that enhance professional identity development and institutional commitment. On the other hand, when support systems were insufficient, feelings of loneliness and loss of motivation increased. The findings offer a meaningful framework for understanding individuals’ institutional adaptation processes, the development of professional identity, and the influence of social support mechanisms.

Anahtar Kelimeler

• Organizational Socialization
• Teacher
• Qualitative Research

Kaynakça

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