Lider Üye Etkileşimi Kalitesi ve Duygusal İyi Oluş Arasındaki İlişki

Öz

Araştırmada öğretmen görüşlerine göre, lider üye etkileşimi kalitesi ve duygusal iyi oluş arasında ilişki olup olmadığını belirlemek amaçlanmıştır. İlişkisel tarama modelinde tasarlanan araştırmanın çalışma evrenini 2022-2023 eğitim öğretim yılında İstanbul İli Esenyurt ilçesinde bulunan ortaokullarda görev yapan 3400, örneklemini ise, basit tesadüfi örnekleme yoluyla belirlenmiş 342 öğretmen oluşturmuştur. Araştırma verilerinin toplanmasında, Lider-üye etkileşimi Kalitesi Ölçeği ve İş Yerinde Duygusal İyi Oluş Ölçeği kullanılmıştır. Araştırma verileri normal dağılım göstermediğinden non parametrik testlerden yaralanılmıştır. Araştırma sonucuna göre, öğretmenlerin lider-üye etkileşim kalitesine yönelik algıları yüksek düzeyde duygusal iyi oluş algılarının sık sık düzeyindedir. Araştırmada, cinsiyet, eğitim düzeyi ve mevcut okulunda çalışma süresi değişkenlerine göre öğretmenlerin lider-üye etkileşimi kalitesi ve duygusal iyi oluşa yönelik algılarında anlamlı farklılık olmadığı sonucuna ulaşılmıştır. Kıdem değişkeni, öğretmenlerin lider-üye etkileşimi kalitesi algılarında anlamlı farklılık oluşturmazken, duygusal iyi oluş algılarında anlamlı farklılık oluşturmuştur. Araştırmada mevcut okul müdürüyle çalışma süresi farklı olan öğretmenlerin lider-üye etkileşimi kalitesi ve duygusal iyi oluş algılarında anlamlı farklılıkların olduğu; lider-üye etkileşimi kalitesi ve duygusal iyi oluş arasında orta düzeyde pozitif yönlü anlamlı bir ilişki olduğu sonucuna ulaşılmıştır. Dolayısıyla okul yöneticileri okulda lider-üye etkileşimini geliştirecek saygı, işbirliği ve paylaşmanın hakim olduğu bir okul kültür ve ikliminin oluşması için açık, sağlıklı, olumlu ve işlevsel bir iletişim sistemi oluşturmalıdır

Anahtar Kelimeler

• Lider-Üye Etkileşimi
• Lider-Üye Etkileşimi Kalitesi
• Duygusal İyi Oluş

Öz

In the study, it was aimed to determine whether there is a relationship between the quality of leader member interaction and emotional well-being according to the opinions of the teachers. The study population of the research, which was designed in the relational scanning model, consisted of 3400 teachers working in secondary schools in the district of Esenyurt, Istanbul in the 2022-2023 academic year, and the sample consisted of 342 teachers determined by simple random sampling. Leader-member interaction Quality Scale and Emotional Well-Being Scale at Work were used to collect research data. Since the research data did not show a normal distribution, non-parametric tests were used. According to the results of the research, teachers' perceptions of leader-member interaction quality are often at the level of high emotional well-being perceptions. In the study, it was concluded that there was no significant difference in teachers' perceptions of leader-member interaction quality and emotional well-being according to the variables of gender, education level and working time at the current school. While the seniority variable did not create a significant difference in teachers' perceptions of leader-member interaction quality, it created a significant difference in their perceptions of emotional well-being. In the study, it was found that there were significant differences in the quality of leader-member interaction and emotional well-being perceptions of teachers whose working time with the current school principal was different; It was concluded that there is a moderately positive and significant relationship between the quality of leader-member interaction and emotional well-being. Therefore, school administrators should create an open, healthy, positive and functional communication system in order to create a school culture and climate dominated by respect, cooperation and sharing, which will improve leader-member interaction at school.

Anahtar Kelimeler

• Leader-Member İnteraction
• Quality Of Leader-Member İnteraction
• Emotional Well-Being

Kaynakça

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