Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2024, Cilt: 10 Sayı: 1, 35 - 50, 30.06.2024
https://doi.org/10.25233/ijlel.1341774

Öz

Kaynakça

  • Akbaba Altun, S. (2001). Organisational Health. Ankara: Nobel.
  • Akgül, S. (2012). The Relationship Between Organisational Identity Perceptions and Organisational Commitment of Primary School Teachers (Sakarya Province Sample) (Master's Thesis, Institute of Educational Sciences).
  • Albert, S. ve Whetten, D.A. (1985). Organizational identity. M.Hatch ve M.Schultz.(Editörler). Organizational identity a reader.(First Edition,2010). New York: Oxford University Press, 89-118.
  • Arikan, S. (2009). Collective Efficacy and Organisational Effectiveness: Antecedents and Consequences (Doctoral Dissertation, Marmara Universitesi (Turkey).
  • Argon, T., & Ertürk, R. (2013). Primary School Teachers' Intrinsic Motivations and Perceptions of Organisational Identity. Educational Administration in Theory and Practice, 2(2), 159-179.
  • Argon, T., & Zafer Güneş, D. (2015). Investigation of Primary and Secondary School Teachers' Collective Efficacy Perceptions in Terms of Some Variables. IZU Journal of Social Sciences, Volume 3 Issue: 6-7 2015/Aut-Spring
  • Arslan, M. (2018). Investigation of Imam Hatip School Teachers' Perceptions of Organisational Identity in Terms of Some Variables. Journal of Individual and Society Social Sciences, 8(1), 111-129.
  • Bandura, A. (1994). Self-Efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of Human Behaviour (Pp. 71-81). New York: Academic Press.
  • Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.
  • Bankins, S., & Waterhouse, J. (2019). Organizational identity, image, and reputation: Examining the influence on perceptions of employer attractiveness in public sector organizations. International Journal of Public Administration, 42(3), 218. https://doi.org/10.1080/01900692.2018.1423572
  • Beycioğlu, K. & Aslan, B. (2012). Teachers' and Administrators' Views on Teacher Leadership: A Mixed Method Study. Educational Administration in Theory and Practice, 2 (2), 191-223. Retrieved fromhttps://dergipark.org.tr/en/pub/kuey/issue/ 10324/126584.
  • Boberg, J. E., & Bourgeois, S. J. (2016). The effects of integrated transformational leadership on achievement. Journal of Educational Administration, 54(3), 357–374.
  • Borgogni L., Petitta L., Mastrorilli A., (2010), "Correlates of collective efficacy in the Italian Air Force", Applied Psychology, 59(3), 515-537.
  • Büyüköztürk, Ş. (2018). Data Analysis Handbook for Social Sciences. Pegem Citation Index, 001-214.
  • Can, A. (2020). Data Analysis in Scientific Research Process with SPSS. (9th Edition). Pegem Academy
  • Chen, G., & Bliese, P. D. (2002). The role of different levels of leadership in predicting self-and collective efficacy: Evidence for discontinuity. Journal of Applied Psychology, 7(3), 549-56.
  • Corley, K. and Gioia, D. (2004). Identity Ambiguity and Change in The Wake of a Corporate Spin-Off. Administrative Science Quarterly, 49(2), 173-208.
  • Demir, D. H. (2019). The Effect of School Principals' Leadership Styles on Organisational Climate and Teachers' Perception of Collective Efficacy (Master's Thesis, Maltepe University, Institute of Social Sciences).
  • Demir, K. (2015). The Effect of Organizational Justice and Perceived Organizational Support on Organizational Citizenship Behaviours: The Mediating Role of Organisational Identification. Eurasian Journal of Educational Research, 60, 131-148.
  • Duman, B., Göçen, G., & Duran, V. (2013). Investigation of Primary School Teachers' Collective Efficacy Levels in Terms of Various Variables. Hacettepe University Journal of Faculty of Education, Special Issue, 1, 144-155.
  • Eells, R. J. (2011). Meta-analysis of the relationship between collective teacher efficacy and student achivement. (Ph.D. Thesis). Loyola University Chicago.
  • Empson, L. (2004). “Organizational İdentity Change: Managerial Regulation and Member İdentification in Accounting Acquisition”, Accounting Organizations and Society, number 29, pp.759-781.
  • Ertürk, R. (2018). Investigation of the Relationship Between Teachers' Perceptions of Organisational Justice and Organisational Identity. Journal of Educational Theory and Practice Research, 4(1), 89-98.
  • Gioia, D. A. (1998). From Individual to Organisational Identities. Identity In Organisations, Building Theory Through Conversations. (Ed: D. A. Whetten and P. C. Godfrey) Thousand Oaks: Sage, pp.17- 32.
  • Gioia, D. A., Price, K. N., Hamilton, A. L. ve Thomas, J. B. (2010). Forging an Identity: An Insider-outsider Study of Processes Involved in the Formation of Organizational Identity. Administrative Science Quarterly, 55(1), 1–46
  • Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2004). Collective Efficacy Beliefs: Theoretical Developments, Empirical Evidence, And Future Directions. Educational Researcher, 33(3), 3-13.
  • Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective Teacher Efficacy: Its Meaning, Measure, And Impact on Student Achievement. American Educational Research Journal, 37(2), 479-507.
  • Goddard, R. D., & Skra, L. (2006). The influence of school social composition on teachers' collective efficacy beliefs. Educational Administration Quarterly, 42(2), 216-235. https://doi.org/10.1177/0013161X05285984
  • Göksoy, S. (2018). The adaptability of the system model to school and learning environment in order to increase effectiveness in education. International journal of leadership education, 3(3), 1-15.
  • Gürçay, D., Yılmaz, M., & Ekici, G. (2009). Factors predicting teacher collective efficacy beliefs. Hacettepe University Journal of Faculty of Education, 36(36), 119-128.
  • Hatch, M. J. and Schultz, M. (2002). “The Dynamics of Organizational İdentity”, Human Relations, volume 55, number 8, pp.989-1018.
  • Jones, C., & Volpe, E. H. (2011). Organizational identification: Extending our understanding of social identities through social networks. Journal of organizational behavior, 32(3), 413-434.
  • Karasar, N. (2020). Scientific Research Method (35th Bs). Nobel Academic Publishing.
  • Kılıç, T. (2013). A Model Proposal Regarding Individual and Collective Competence Process, Determinants and Results. Unpublished Doctoral Thesis. Balıkesir University Institute of Social Sciences
  • Kurt, T. (2009). Investigating the relationships between school principals' transformational and transactional leadership styles and teachers' collective efficacy and self-efficacy. Doctoral thesis. Gazi University Gazi Faculty of Education, Department of Educational Sciences, Department of Educational Administration
  • Kurt, T. (2012). Teachers' perceptions of self-efficacy and collective efficacy. Journal Of Turkish Educational Sciences, 10(2).
  • Kramer, G. E. and Ashforth, B. E. (2004). Evidence Toward an Expanded Model of Organisational Identification. Journal Of Organisational Behavior, 25, 1-27.
  • Önder, E., & Öz, Y. Ö. Investigation of primary school teachers' perceptions of collective efficacy in terms of various variables. ICOESS 2019, 196.
  • Öztürk, Ş. (2020) The Relationship Between Organisational Identity and Self-Efficacy Perceptions of Administrative Staff Working at Universities. Doctoral Thesis. Gazi University Gazi Faculty of Education, Department of Educational Sciences, Department of Educational Administration
  • Paşamehmetoğlu, A., & Poyraz, A. B. (2013). A Research on Determining the Relationship between Perception of Organisational Identity, Organisational Commitment and Organisational Citizenship Behaviour. Journal Of Business Economics, 2(4), 75-89.
  • Ramos, M. F. H.,Costa, S. S., Pontes, F. A. R., Fernandez, A. P. O., & Nina, K. C. F. (2014). Collective teacher efficacy beliefs: A critical review of the literature. International Journal of Humanities and Social Science, 4(7), 179- 188.
  • Rıketta, M. (2005). “Organizational İdentification: A Meta-Analysis”, Journal of Vocational Behavior, volume 66, number 2, pp.358-384.
  • Ross, J. A. ve Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17(2), 179-199.
  • Sağır, M., Memişoğlu, S. P. (2013). The Degree of Encountering Problems in Instructional Leadership Roles of Primary School Administrators and the Problems They Encounter. KSÜ Journal of Social Sciences, 2 (10), 39-56.
  • Şanlı, Ö., & Arabacı, İ. B. (2016). The effect of high school teachers' perceptions of organisational identity and organisational image on their organisational commitment. Education Sciences, 11(3), 126-152.
  • Tabak, H., & Boyacı, M. (2019). Öğretmen örgütsel kimlik algısı (ööka) ölçeğinin geliştirilmesi: geçerlik ve güvenirlik çalışması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi (52), 96-117.
  • Tajfel, H. (1972). Social Categorisation. Introduction À La Psychologie Sociale (Edt: S. Moscovici). Paris: Larousse. Pp. 272-302.
  • Taşdan, M. (2013). Development of Organisational Identity Perception Scale in Primary Schools. Ankara University Journal of Faculty of Educational Sciences, 46(2), 1-24.
  • Tschannen-Moran, M. ve Woolfolk-Hoy, A. (2007). The Differential Antecedents of Self-Efficacy of Novice and Experienced Teachers. Teaching and Teacher Education, 23, 944-956.
  • Turhan, M., & Yaraş, Z. (2014). The Effect of Primary School Administrators' Levels of Demonstrating Curriculum Leadership Behaviours on Teachers' Perception of Collective Efficacy and Organisational Learning Level. Journal of Educational Sciences, 39, 175-193.
  • Turner, J. C., Reynolds, K. J., Haslam, S. A. & Veenstra, K. E. (2006). Reconceptualising Personality: Producing Individuality by Defining the Personal Self. Individuality And the Group Advances in Social Identity (pp. 11-36). London: Sage Publications.
  • Whetten, D. A. (1998). Why Organisational Identity and Why Conversations? Identity In Organisations, Building Theory Through Conversations. (Ed: D.A. Whetten and P.C. Godfrey). Thousand Oaks, Califorania: Sage, pp. Vii- Xi
  • Uğurlu, C. T., & Arslan, C. (2015). Investigation of Teachers' Organisational Identity and School Trust Levels in Terms of Some Variables. Ilkogretim Online, 14(1).
  • Polat, Ö., Balaban, S., & Aydın, E. (2022). Okul öncesi öğretmenlerinin çocukluk çağındaki olumsuzluk yaşantıları ve örgütsel kimlik algıları. Eğitimde Kuram ve Uygulama, 18(1), 12-26.
  • Yüner, B., & Özdemir, M. (2020). Examining the relationship between collective teacher efficacy and school effectiveness according to teacher views. Journal of Uludağ University Faculty of Education, 33(2), 389-409.
  • Yaykıran, Z. (2020). Investigation of the Relationship Between Primary School Teachers' Organisational Identity Perceptions and Organisational Identification Levels. Doctoral Thesis. Hacettepe University Institute of Educational Sciences. Ankara
  • Yılmaz, M., & Turanlı, N. (2017). Examining teachers' perceptions of collective efficacy: the case of Altindağ district. The Journal of International Lingual Social and Educational Sciences, 3(2), 151-158.
  • Zaccaro S. J., Blair V., Peterson C., Zazanis M., (1995), "Collective efficacy". In: J. E. Maddux (Editor), Self-efficacy, Adaptation and Adjustment: Theory, Research and Application, New York, Plenum.
  • Zellar K. L., Hochwarter W. A., Perrewe P. L., Miles A. K., Kiewitz C., (2001), "Beyond self-efficacy: Interactive effects of role conflict and perceived collective efficacy", Journal of Managerial Issues, 13, 483-499.

The Relationship Between Teachers' Collective Efficacy and Organizational Identity Perceptions Examining the Relationship

Yıl 2024, Cilt: 10 Sayı: 1, 35 - 50, 30.06.2024
https://doi.org/10.25233/ijlel.1341774

Öz

This study aims to examine the relationship between teachers' collective efficacy and their perceptions of organizational identity. For this reason, relational survey design was adopted in quantitative research designs. The study group of the research was 322 teachers, vice principals and school principals working in pre-school, primary, secondary and high schools in Bolu province. Collective Efficacy Scale and Teacher Perception of Organizational Identity Scale were used as data collection tools. According to the findings of the study, it was seen that teachers' perceptions of collective efficacy and organizational identity were generally at a high level. A positive and significant relationship was also found between teachers' perceptions of collective efficacy and organizational identity. In addition, it is seen that some personal variables cause a significant difference in teachers' perceptions of collective efficacy and organizational identity.

Kaynakça

  • Akbaba Altun, S. (2001). Organisational Health. Ankara: Nobel.
  • Akgül, S. (2012). The Relationship Between Organisational Identity Perceptions and Organisational Commitment of Primary School Teachers (Sakarya Province Sample) (Master's Thesis, Institute of Educational Sciences).
  • Albert, S. ve Whetten, D.A. (1985). Organizational identity. M.Hatch ve M.Schultz.(Editörler). Organizational identity a reader.(First Edition,2010). New York: Oxford University Press, 89-118.
  • Arikan, S. (2009). Collective Efficacy and Organisational Effectiveness: Antecedents and Consequences (Doctoral Dissertation, Marmara Universitesi (Turkey).
  • Argon, T., & Ertürk, R. (2013). Primary School Teachers' Intrinsic Motivations and Perceptions of Organisational Identity. Educational Administration in Theory and Practice, 2(2), 159-179.
  • Argon, T., & Zafer Güneş, D. (2015). Investigation of Primary and Secondary School Teachers' Collective Efficacy Perceptions in Terms of Some Variables. IZU Journal of Social Sciences, Volume 3 Issue: 6-7 2015/Aut-Spring
  • Arslan, M. (2018). Investigation of Imam Hatip School Teachers' Perceptions of Organisational Identity in Terms of Some Variables. Journal of Individual and Society Social Sciences, 8(1), 111-129.
  • Bandura, A. (1994). Self-Efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of Human Behaviour (Pp. 71-81). New York: Academic Press.
  • Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.
  • Bankins, S., & Waterhouse, J. (2019). Organizational identity, image, and reputation: Examining the influence on perceptions of employer attractiveness in public sector organizations. International Journal of Public Administration, 42(3), 218. https://doi.org/10.1080/01900692.2018.1423572
  • Beycioğlu, K. & Aslan, B. (2012). Teachers' and Administrators' Views on Teacher Leadership: A Mixed Method Study. Educational Administration in Theory and Practice, 2 (2), 191-223. Retrieved fromhttps://dergipark.org.tr/en/pub/kuey/issue/ 10324/126584.
  • Boberg, J. E., & Bourgeois, S. J. (2016). The effects of integrated transformational leadership on achievement. Journal of Educational Administration, 54(3), 357–374.
  • Borgogni L., Petitta L., Mastrorilli A., (2010), "Correlates of collective efficacy in the Italian Air Force", Applied Psychology, 59(3), 515-537.
  • Büyüköztürk, Ş. (2018). Data Analysis Handbook for Social Sciences. Pegem Citation Index, 001-214.
  • Can, A. (2020). Data Analysis in Scientific Research Process with SPSS. (9th Edition). Pegem Academy
  • Chen, G., & Bliese, P. D. (2002). The role of different levels of leadership in predicting self-and collective efficacy: Evidence for discontinuity. Journal of Applied Psychology, 7(3), 549-56.
  • Corley, K. and Gioia, D. (2004). Identity Ambiguity and Change in The Wake of a Corporate Spin-Off. Administrative Science Quarterly, 49(2), 173-208.
  • Demir, D. H. (2019). The Effect of School Principals' Leadership Styles on Organisational Climate and Teachers' Perception of Collective Efficacy (Master's Thesis, Maltepe University, Institute of Social Sciences).
  • Demir, K. (2015). The Effect of Organizational Justice and Perceived Organizational Support on Organizational Citizenship Behaviours: The Mediating Role of Organisational Identification. Eurasian Journal of Educational Research, 60, 131-148.
  • Duman, B., Göçen, G., & Duran, V. (2013). Investigation of Primary School Teachers' Collective Efficacy Levels in Terms of Various Variables. Hacettepe University Journal of Faculty of Education, Special Issue, 1, 144-155.
  • Eells, R. J. (2011). Meta-analysis of the relationship between collective teacher efficacy and student achivement. (Ph.D. Thesis). Loyola University Chicago.
  • Empson, L. (2004). “Organizational İdentity Change: Managerial Regulation and Member İdentification in Accounting Acquisition”, Accounting Organizations and Society, number 29, pp.759-781.
  • Ertürk, R. (2018). Investigation of the Relationship Between Teachers' Perceptions of Organisational Justice and Organisational Identity. Journal of Educational Theory and Practice Research, 4(1), 89-98.
  • Gioia, D. A. (1998). From Individual to Organisational Identities. Identity In Organisations, Building Theory Through Conversations. (Ed: D. A. Whetten and P. C. Godfrey) Thousand Oaks: Sage, pp.17- 32.
  • Gioia, D. A., Price, K. N., Hamilton, A. L. ve Thomas, J. B. (2010). Forging an Identity: An Insider-outsider Study of Processes Involved in the Formation of Organizational Identity. Administrative Science Quarterly, 55(1), 1–46
  • Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2004). Collective Efficacy Beliefs: Theoretical Developments, Empirical Evidence, And Future Directions. Educational Researcher, 33(3), 3-13.
  • Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective Teacher Efficacy: Its Meaning, Measure, And Impact on Student Achievement. American Educational Research Journal, 37(2), 479-507.
  • Goddard, R. D., & Skra, L. (2006). The influence of school social composition on teachers' collective efficacy beliefs. Educational Administration Quarterly, 42(2), 216-235. https://doi.org/10.1177/0013161X05285984
  • Göksoy, S. (2018). The adaptability of the system model to school and learning environment in order to increase effectiveness in education. International journal of leadership education, 3(3), 1-15.
  • Gürçay, D., Yılmaz, M., & Ekici, G. (2009). Factors predicting teacher collective efficacy beliefs. Hacettepe University Journal of Faculty of Education, 36(36), 119-128.
  • Hatch, M. J. and Schultz, M. (2002). “The Dynamics of Organizational İdentity”, Human Relations, volume 55, number 8, pp.989-1018.
  • Jones, C., & Volpe, E. H. (2011). Organizational identification: Extending our understanding of social identities through social networks. Journal of organizational behavior, 32(3), 413-434.
  • Karasar, N. (2020). Scientific Research Method (35th Bs). Nobel Academic Publishing.
  • Kılıç, T. (2013). A Model Proposal Regarding Individual and Collective Competence Process, Determinants and Results. Unpublished Doctoral Thesis. Balıkesir University Institute of Social Sciences
  • Kurt, T. (2009). Investigating the relationships between school principals' transformational and transactional leadership styles and teachers' collective efficacy and self-efficacy. Doctoral thesis. Gazi University Gazi Faculty of Education, Department of Educational Sciences, Department of Educational Administration
  • Kurt, T. (2012). Teachers' perceptions of self-efficacy and collective efficacy. Journal Of Turkish Educational Sciences, 10(2).
  • Kramer, G. E. and Ashforth, B. E. (2004). Evidence Toward an Expanded Model of Organisational Identification. Journal Of Organisational Behavior, 25, 1-27.
  • Önder, E., & Öz, Y. Ö. Investigation of primary school teachers' perceptions of collective efficacy in terms of various variables. ICOESS 2019, 196.
  • Öztürk, Ş. (2020) The Relationship Between Organisational Identity and Self-Efficacy Perceptions of Administrative Staff Working at Universities. Doctoral Thesis. Gazi University Gazi Faculty of Education, Department of Educational Sciences, Department of Educational Administration
  • Paşamehmetoğlu, A., & Poyraz, A. B. (2013). A Research on Determining the Relationship between Perception of Organisational Identity, Organisational Commitment and Organisational Citizenship Behaviour. Journal Of Business Economics, 2(4), 75-89.
  • Ramos, M. F. H.,Costa, S. S., Pontes, F. A. R., Fernandez, A. P. O., & Nina, K. C. F. (2014). Collective teacher efficacy beliefs: A critical review of the literature. International Journal of Humanities and Social Science, 4(7), 179- 188.
  • Rıketta, M. (2005). “Organizational İdentification: A Meta-Analysis”, Journal of Vocational Behavior, volume 66, number 2, pp.358-384.
  • Ross, J. A. ve Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17(2), 179-199.
  • Sağır, M., Memişoğlu, S. P. (2013). The Degree of Encountering Problems in Instructional Leadership Roles of Primary School Administrators and the Problems They Encounter. KSÜ Journal of Social Sciences, 2 (10), 39-56.
  • Şanlı, Ö., & Arabacı, İ. B. (2016). The effect of high school teachers' perceptions of organisational identity and organisational image on their organisational commitment. Education Sciences, 11(3), 126-152.
  • Tabak, H., & Boyacı, M. (2019). Öğretmen örgütsel kimlik algısı (ööka) ölçeğinin geliştirilmesi: geçerlik ve güvenirlik çalışması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi (52), 96-117.
  • Tajfel, H. (1972). Social Categorisation. Introduction À La Psychologie Sociale (Edt: S. Moscovici). Paris: Larousse. Pp. 272-302.
  • Taşdan, M. (2013). Development of Organisational Identity Perception Scale in Primary Schools. Ankara University Journal of Faculty of Educational Sciences, 46(2), 1-24.
  • Tschannen-Moran, M. ve Woolfolk-Hoy, A. (2007). The Differential Antecedents of Self-Efficacy of Novice and Experienced Teachers. Teaching and Teacher Education, 23, 944-956.
  • Turhan, M., & Yaraş, Z. (2014). The Effect of Primary School Administrators' Levels of Demonstrating Curriculum Leadership Behaviours on Teachers' Perception of Collective Efficacy and Organisational Learning Level. Journal of Educational Sciences, 39, 175-193.
  • Turner, J. C., Reynolds, K. J., Haslam, S. A. & Veenstra, K. E. (2006). Reconceptualising Personality: Producing Individuality by Defining the Personal Self. Individuality And the Group Advances in Social Identity (pp. 11-36). London: Sage Publications.
  • Whetten, D. A. (1998). Why Organisational Identity and Why Conversations? Identity In Organisations, Building Theory Through Conversations. (Ed: D.A. Whetten and P.C. Godfrey). Thousand Oaks, Califorania: Sage, pp. Vii- Xi
  • Uğurlu, C. T., & Arslan, C. (2015). Investigation of Teachers' Organisational Identity and School Trust Levels in Terms of Some Variables. Ilkogretim Online, 14(1).
  • Polat, Ö., Balaban, S., & Aydın, E. (2022). Okul öncesi öğretmenlerinin çocukluk çağındaki olumsuzluk yaşantıları ve örgütsel kimlik algıları. Eğitimde Kuram ve Uygulama, 18(1), 12-26.
  • Yüner, B., & Özdemir, M. (2020). Examining the relationship between collective teacher efficacy and school effectiveness according to teacher views. Journal of Uludağ University Faculty of Education, 33(2), 389-409.
  • Yaykıran, Z. (2020). Investigation of the Relationship Between Primary School Teachers' Organisational Identity Perceptions and Organisational Identification Levels. Doctoral Thesis. Hacettepe University Institute of Educational Sciences. Ankara
  • Yılmaz, M., & Turanlı, N. (2017). Examining teachers' perceptions of collective efficacy: the case of Altindağ district. The Journal of International Lingual Social and Educational Sciences, 3(2), 151-158.
  • Zaccaro S. J., Blair V., Peterson C., Zazanis M., (1995), "Collective efficacy". In: J. E. Maddux (Editor), Self-efficacy, Adaptation and Adjustment: Theory, Research and Application, New York, Plenum.
  • Zellar K. L., Hochwarter W. A., Perrewe P. L., Miles A. K., Kiewitz C., (2001), "Beyond self-efficacy: Interactive effects of role conflict and perceived collective efficacy", Journal of Managerial Issues, 13, 483-499.
Toplam 59 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Teftiş ve Planlama, Eğitim Yönetimi, Teftişi, Planlaması ve Ekonomisi (Diğer)
Bölüm Araştırma Makalesi
Yazarlar

Şenay Sezgin Nartgün 0000-0002-5404-1655

Fatih Mehmet Gülmez 0000-0003-2053-2584

Erken Görünüm Tarihi 30 Haziran 2024
Yayımlanma Tarihi 30 Haziran 2024
Gönderilme Tarihi 11 Ağustos 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 10 Sayı: 1

Kaynak Göster

APA Sezgin Nartgün, Ş., & Gülmez, F. M. (2024). The Relationship Between Teachers’ Collective Efficacy and Organizational Identity Perceptions Examining the Relationship. International Journal on Lifelong Education and Leadership, 10(1), 35-50. https://doi.org/10.25233/ijlel.1341774