Din Kültürü ve Ahlak Bilgisi Öğretmenlerinin Örgütsel Adalet Algısı ve İş Doyum Düzeyleri Arasındaki İlişki

Yıl 2019, , 28 - 49, 30.04.2019

Ali Baltacı

https://doi.org/10.29129/inujgse.449760

Cited By: 5

Öz

Amaç: Bu araştırma, Din Kültürü ve Ahlak Bilgisi (DKAB)
öğretmenlerinin, iş doyumları ile örgütsel adalet algılarının belirlenmesi
amacıyla yürütülmüştür. Ayrıca örgütsel adaletin, iş doyumu üzerindeki etkisi
de çalışma kapsamında belirlenecektir.

 

Yöntem: Bu
çalışma, DKAB öğretmenlerinin örgütsel adalet algıları ile iş doyumları
arasındaki ilişkiyi belirlemeye yönelik nicel araştırma yöntemlerinden,
ilişkisel tarama modelinde tasarlanmıştır. Araştırmanın hedef evrenini,
İstanbul İlinin 39 ilçesinde görev yapan 3396 DKAB öğretmeni oluşturmaktadır.
Evrenden %95’lik güven düzeyi ile %5’lik güven aralığı dikkate alınarak oranlı
küme örnekleme yöntemiyle belirlenen örneklem büyüklüğü 389’dur. Çalışmada Weiss, Dawis, England & Lofquist (1967) tarafından
geliştirilmiş olan ve Baycan (1985) tarafından Türkçeye uyarlanan Minnesota İş
Doyum Ölçeği  ile Niehoff
ve Moorman (1996) tarafından geliştirilen Polat (2007) tarafından Türkçe’ye
uyarlanan “Örgütsel Adalet Ölçeği” kullanılmıştır. Ölçme araçlarıyla elde
edilen veriler, SPSS programıyla analiz edilmiştir.

 

Bulgular: Araştırmada
DKAB öğretmenlerinin dağıtımsal, işlemsel ve etkileşimsel adalet algısına
‘çoğunlukla’ sahip oldukları belirlenmiştir. Benzer şekilde katılımcılar, genel
örgütsel adalet algısına da ‘çoğunlukla’
sahiptirler. Katılımcıların ‘orta’ düzeyde bireysel ve ‘az’ düzeyde örgütsel iş
doyumuna sahip oldukları saptanmıştır. Ayrıca katılımcıların genel iş doyumu
seviyesi de ‘az’ düzeydedir. Bununla birlikte dağıtımsal,
işlemsel ve etkileşimsel adalet cinsiyet, eğitim durumu ve mesleki kıdeme göre
anlamlı bir şekilde farklılaşmaktadır.

 

Sonuçlar ve Öneriler: Eğitim
politikalarına yön verenlerin, okullarda etik yönetim ilkelerine uygun,
öğretmenler arasında ayrımcılığın yapılmadığı daha saydam ve hesapverebilir bir
yönetim anlayışını okullarda egemen kılması gereklidir. Bu noktada, yönetici ve
öğretmen değerlendirme ölçütleri gözden geçirilebilir ve bir süredir askıya
alınan ders ve kurum denetimleri yeniden işler hale getirilebilir.

Anahtar Kelimeler

Örgütsel Adalet, İş Doyumu, Din Eğitimi, Öğretmen

The Relation between Religious Education Teachers' Perceptions of Organizational Justice and Job Satisfaction

Öz

Purpose: This research conducted to determine Religious
Education (RE) teachers' perceptions of job satisfaction and organizational justice.
In addition, the effect of organizational justice on job satisfaction will be
determined within the scope of the study.

 

Design & Methodology: This study was designed in a correlational screening model, from
quantitative research methods to determine the relationship between RE
teachers' perceptions of organizational justice and job satisfaction. The
target universe of the research is 3396 RE teachers worked in 39 provinces of
Istanbul Province. The sample size determined by the proportional cluster sampling method
considering the 95% confidence level and the confidence interval of 5% is 389. Minnesota
Job Satisfaction Scale developed by Baycan (1985) and Polat (2007) developed by
Niehoff and Moorman (1996), developed by Weiss, Dawis, England & Lofquist
(1967) was used in this study. The data obtained with the measurement tools
were analyzed by the SPSS program.

 

Findings: In the study, it was determined that RE teachers had 'mostly'
perceptions of distributive, procedural and interactional justice. Likewise,
the participants have 'mostly' in the sense of general organizational justice.
Likewise, the participants have 'mostly' in the sense of general organizational
justice. Participants were found to have 'moderate' individual and 'low'
organizational job satisfaction. In addition, the overall level of job
satisfaction of participants is also 'low'. However, distributional, procedural,
and interactive justice differs significantly by gender, educational status,
and professional tenure.

 

Implications & Suggestions: It is necessary that those who guide the policies of
education should dominate schools with a more transparent and accountable
management approach that does not discriminate among teachers in accordance
with ethical management principles. At this point, manager and teacher
evaluation criteria can be audited and a suspended course and institutional
audits can be made operational again.

Anahtar Kelimeler

Organizational Justice, Job Satisfaction, Religious Education, Teacher

Kaynakça

• Altahayneh, Z. L., Khasawneh, A., & Abedalhafiz, A. (2014). Relationship between organizational justice and job satisfaction as perceived by Jordanian physical education teachers. Asian Social Science, 10(4), 131.
• Altaş, N. (2004). Gençlik döneminde din olgusu ve liselerde din öğretimi. Nobel.
• Aryee, S., Budhwar, P. S., & Chen, Z. X. (2002). Trust as a mediator of the relationship between organizational justice and work outcomes: Test of a social exchange model. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 23(3), 267-285.
• Aydin, A., Sarier, Y., & Uysal, S. (2013). The Effect of School Principals’ Leadership Styles on Teachers’ Organizational Commitment and Job Satisfaction. Educational sciences: Theory and practice, 13(2), 806-811.
• Bakhshi, A., Kumar, K., & Rani, E. (2009). Organizational justice perceptions as predictor of job satisfaction and organization commitment. International journal of Business and Management, 4(9), 145.
• Baltacı, A., & Coşkun, M. K. (2018). Din dersi öğretmenlerine yönelik öğretmen algısı ölçeğinin geliştirilmesi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 8(15), 1450-1473.
• Baltaci, A. (2017). Okul müdürlerinin iş doyumları ile öz yeterlik algıları arasındaki ilişki. Ihlara Eğitim Araştırmaları Dergisi, 2(1), 49-76.
• Baş, G., & Şentürk, C. (2011). İlköğretim okulu öğretmenlerinin örgütsel adalet, örgütsel vatandaşlık ve örgütsel güven algıları. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 17(1), 29-62.
• Başaran, İ. E. (2004). Yönetimde insan ilişkileri: Yönetsel davranış. Nobel Yayın Dağıtım.
• Bayrakdar, N. (2014). Din Kültürü ve Ahlak Bilgisi Öğretmenlerinin Mesleklerinden Beklentileri ve Mesleki Tükenmişlik Algıları. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(37), 40-60.
• Bies, R. J., & Shapiro, D. L. (1988). Voice and justification: Their influence on procedural fairness judgments. Academy of Management Journal, 31(3), 676-685.
• Bilgiç, R. (1998). The relationship between job satisfaction and personal characteristics of Turkish workers. The Journal of Psychology, 132(5), 549-557.
• Brighouse, H. (2003). School choice and social justice. Oxford University Press, USA.
• Brown, S. P., & Peterson, R. A. (1993). Antecedents and consequences of salesperson job satisfaction: Meta-analysis and assessment of causal effects. Journal of Marketing Research (JMR), 30(1).
• Chughtai, A. A., & Zafar, S. (2006). Antecedents and consequences of organizational commitment among Pakistani university teachers. Applied H.R.M. Research, 11(1), 39-64.
• Cohen, R. L. (1987). Distributive justice: Theory and research. Social Justice Research, 1(1), 19-40.
• Colquitt, J. A., Conlon, D. E., Wesson, M. J., Porter, C. O., & Ng, K. Y. (2001). Justice at the millennium: a meta-analytic review of 25 years of organizational justice research. Journal of Applied Psychology, 86(3), 425-445.
• Colquitt, J. A., Greenberg, J., & Zapata-Phelan, C. P. (2005). What is organizational justice? A historical overview. Handbook of Organizational Justice, 1, 3-58.
• Cropanzano, R., Byrne, Z. S., Bobocel, D. R., & Rupp, D. E. (2001). Moral virtues, fairness heuristics, social entities, and other denizens of organizational justice. Journal of Vocational Behavior, 58(2), 164-209.
• Crossman, A., & Harris, P. (2006). Job satisfaction of secondary school teachers. Educational Management Administration & Leadership, 34(1), 29-46.
• Croux, C., & Dehon, C. (2010). Influence functions of the Spearman and Kendall correlation measures. Statistical Methods & Applications, 19(4), 497-515.
• Çarkoğlu, A., & Toprak, B. (2006). Değişen Türkiye’de din, toplum ve siyaset. TESEV.
• Davis, K. (1988). İşletmede İnsan Davranışı: Örgütsel Davranış, Çev. Kemal Tosun, 5, 8.
• de Bustillo Llorente, R. M., & Macias, E. F. (2005). Job satisfaction as an indicator of the quality of work. The Journal of Socio-Economics, 34(5), 656-673.
• Deal, T. E., & Peterson, K. D. (2016). Shaping school culture. John Wiley & Sons.
• DiPaola, M., & Tschannen-Moran, M. (2014). Organizational citizenship behavior in schools and its relationship to school climate. Journal of School Leadership, 11(5), 424-447.
• Eisenberger, R., Cummings, J., Armeli, S., & Lynch, P. (1997). Perceived organizational support, discretionary treatment, and job satisfaction. Journal of Applied Psychology, 82(5), 812.
• Eker, G. (2006). Örgütsel adalet algısı boyutları ve iş doyumu üzerindeki etkileri (Yüksek Lisans Tezi). Dokuz Eylül Üniversitesi Sosyal Bilimleri Enstitüsü, İzmir.
• Erdoğan, M. (2003). Anayasal demokrasi (C. 5). Siyasal Kitabevi.
• Folger, R. G., & Cropanzano, R. (1998). Organizational justice and human resource management (C. 7). Sage.
• Gamero Burón, C., & Lassibille, G. (2016). Job satisfaction among primary school personnel in Madagascar. The Journal of Development Studies, 52(11), 1628-1646.
• Greenberg, J. (1990). Organizational justice: Yesterday, today, and tomorrow. Journal of Management, 16(2), 399-432.
• Greenberg, J., & Colquitt, J. A. (2013). Handbook of organizational justice. Psychology Press.
• Grewal, R., Cote, J. A., & Baumgartner, H. (2004). Multicollinearity and measurement error in structural equation models: Implications for theory testing. Marketing Science, 23(4), 519-529.
• Griffith, J. (2004). Relation of principal transformational leadership to school staff job satisfaction, staff turnover, and school performance. Journal of Educational Administration, 42(3), 333-356.
• Harris, M. M., Lievens, F., & Van Hoye, G. (2004). “I think they discriminated against me”: using prototype theory and organizational justice theory for understanding perceived discrimination in selection and promotion situations. International Journal of Selection and Assessment, 12(1‐2), 54-65.
• Hülsheger, U. R., Alberts, H. J., Feinholdt, A., & Lang, J. W. (2013). Benefits of mindfulness at work: the role of mindfulness in emotion regulation, emotional exhaustion, and job satisfaction. Journal of Applied Psychology, 98(2), 310.
• İçerli, L. (2010). Örgütsel adalet: kuramsal bir yaklaşım. Girişimcilik ve Kalkınma Dergisi, 5(1), 67-92.
• Imran, R., Majeed, M., & Ayub, A. (2015). Impact of organizational justice, job security and job satisfaction on organizational productivity. Journal of Economics, Business and Management, 3(9), 840-845.
• Khany, R., & Tazik, K. (2016). On the relationship between psychological empowerment, trust, and Iranian EFL teachers’ job satisfaction: The case of secondary school teachers. Journal of Career Assessment, 24(1), 112-129.
• 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.
• Koedel, C., Li, J., Springer, M. G., & Tan, L. (2017). The impact of performance ratings on job satisfaction for public school teachers. American Educational Research Journal, 54(2), 241-278.
• Koustelios, A. D. (2001). Personal characteristics and job satisfaction of Greek teachers. International Journal of Educational Management, 15(7), 354-358.
• Leung, K., Smith, P. B., Wang, Z., & Sun, H. (1996). Job satisfaction in joint venture hotels in China: An organizational justice analysis. Journal of International Business Studies, 27(5), 947-962.
• Lind, E. A. (2001). Fairness heuristic theory: Justice judgments as pivotal cognitions in organizational relations. Advances in Organizational Justice, 56(8).
• López-Cabarcos, M. Á., Machado-Lopes-Sampaio-de Pinho, A. I., & Vázquez-Rodríguez, P. (2015). The influence of organizational justice and job satisfaction on organizational commitment in Portugal’s hotel industry. Cornell Hospitality Quarterly, 56(3), 258-272.
• Malik, M. E., Nawab, S., Naeem, B., & Danish, R. Q. (2010). Job satisfaction and organizational commitment of university teachers in public sector of Pakistan. International Journal of Business and Management, 5(6), 17.
• Martin, J. (2018). Screening the sacred: Religion, myth, and ideology in popular American film. Routledge.
• McFarlin, D. B., & Sweeney, P. D. (1992). Distributive and procedural justice as predictors of satisfaction with personal and organizational outcomes. Academy of Management Journal, 35(3), 626-637.
• Michaelowa, K. (2002). Teacher job satisfaction, student achievement, and the cost of primary education in Francophone Sub-Saharan Africa. HWWA Discussion Paper.
• Mobley, W. H. (1977). Intermediate linkages in the relationship between job satisfaction and employee turnover. Journal of Applied Psychology, 62(2), 237.
• Moorman, R. H., Niehoff, B. P., & Organ, D. W. (1993). Treating employees fairly and organizational citizenship behavior: Sorting the effects of job satisfaction, organizational commitment, and procedural justice. Employee Responsibilities and Rights Journal, 6(3), 209-225.
• Nadiri, H., & Tanova, C. (2010). An investigation of the role of justice in turnover intentions, job satisfaction, and organizational citizenship behavior in hospitality industry. International Journal of Hospitality Management, 29(1), 33-41.
• Nagar, K. (2012). Organizational commitment and job satisfaction among teachers during times of burnout. Vikalpa, 37(2), 43-60.
• Nordhall, O., & Knez, I. (2018). Motivation and Justice at Work: The Role of Emotion and Cognition Components of Personal and Collective Work Identity. Frontiers in Psychology, 8, 2307.
• Okpara, J. O. (2004). Personal characteristics as predictors of job satisfaction: An exploratory study of IT managers in a developing economy. Information Technology & People, 17(3), 327-338.
• Ololube, N. P. (2006). Teachers job satisfaction and motivation for school effectiveness: An assessment. Online Submission.
• Ostroff, C. (1992). The relationship between satisfaction, attitudes, and performance: An organizational level analysis. Journal of applied psychology, 77(6), 963.
• Ouyang, Z., Sang, J., Li, P., & Peng, J. (2015). Organizational justice and job insecurity as mediators of the effect of emotional intelligence on job satisfaction: A study from China. Personality and Individual Differences, 76, 147-152.
• Özer, P. S., & Urtekin, G. E. (2007). Örgütsel adalet algısı boyutları ve iş doyumu ilişkisi üzerine bir araştırma. Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, (28), 107-125.
• Özgan, H., & Bozbayındır, F. (2011). Okullarda adil olmayan uygulamalar ve etkileri. Dicle University Journal of Ziya Gokalp Education Faculty, 16, 66-85.
• Polat, S. (2007). Örgütsel güven, adalet ve vatandaşlık davranışlarına ilişkin öğretmen algıları (Doktora Tezi). Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü, Kocaeli.
• Polat, S., & Celep, C. (2008). Ortaöğretim öğretmenlerinin örgütsel adalet, örgütsel güven, örgütsel vatandaşlık davranışlarına ilişkin algıları. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 14(2), 307-331.
• Saruhan, M. (2015). Erdemlerin Erdemi: Adâlet. Adam Akademi Sosyal Bilimler Dergisi, 5(1), 1-12.
• Scott, C., & Dinham, S. (2003). The development of scales to measure teacher and school executive occupational satisfaction. Journal of Educational Administration, 41(1), 74-86.
• Sezgin, F. (2005). Örgütsel vatandaşlık davranışları: Kavramsal bir çözümleme ve okul açısından bazı çıkarımlar. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 25(1).
• Shariff, A. F., Willard, A. K., Andersen, T., & Norenzayan, A. (2016). Religious priming: A meta-analysis with a focus on prosociality. Personality and Social Psychology Review, 20(1), 27-48.
• 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.
• Skarlicki, D. P., & Latham, G. P. (1996). Increasing citizenship behavior within a labor union: A test of organizational justice theory. Journal of applied psychology, 81(2), 161.
• Somech, A., & Drach-Zahavy, A. (2000). Understanding extra-role behavior in schools: The relationships between job satisfaction, sense of efficacy, and teachers’ extra-role behavior. Teaching and Teacher Education, 16(5-6), 649-659.
• Spector, P. E. (1985). Measurement of human service staff satisfaction: Development of the job satisfaction survey. American Journal of Community Psychology, 13(6), 693-713.
• Szeto, E. (2015). Community of Inquiry as an instructional approach: What effects of teaching, social and cognitive presences are there in blended synchronous learning and teaching?. Computers & Education, 81, 191-201.
• Thompson, D. P., McNamara, J. F., & Hoyle, J. R. (1997). Job satisfaction in educational organizations: A synthesis of research findings. Educational Administration Quarterly, 33(1), 7-37.
• Vogt, W. P. (2006). Quantitative research methods for professionals in education and other fields. OH: Allyn & Bacon.
• Vroom, V. H. (1962). Ego‐involvement, job satisfaction, and job performance. Personnel psychology, 15(2), 159-177.
• Wanous, J. P., Reichers, A. E., & Hudy, M. J. (1997). Overall job satisfaction: How good are single-item measures? Journal of applied Psychology, 82(2), 247.
• Witte, J. (2006). God’s Joust, God’s Justice: Law and religion in the Western tradition. Wm. B. Eerdmans Publishing.
• Yavuz, S. (2010). Örgütsel adaletin iş tatminine etkisi üzerine bir araştırma (Yüksek Lisans Tezi). Marmara Üniversitesi Sosyal Bilimleri Enstitüsü. İstanbul.
• Yelboğa, A. (2012). Örgütsel adalet ile iş doyumu ilişkisi: Ampirik bir çalışma. Ege Akademik Bakış, 12(2), 171-182.
• Yıldız, K. (2012). Öğretmenlerin örgütsel adalet ve örgütsel güven algıları. Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 26(26), 289-316.
• Yildirim, F. (2007). İş doyumu ile örgütsel adalet ilişkisi. Ankara Üniversitesi SBF Dergisi, 62(1), 253-278.
• Zainalipour, H., Fini, A. A. S., & Mirkamali, S. M. (2010). A study of relationship between organizational justice and job satisfaction among teachers in Bandar Abbas middle school. Procedia-Social and Behavioral Sciences, 5, 1986-1990.
• Zeinabadi, H., & Salehi, K. (2011). Role of procedural justice, trust, job satisfaction, and organizational commitment in Organizational Citizenship Behavior (OCB) of teachers: Proposing a modified social exchange model. Procedia-Social and Behavioral Sciences, 29, 1472-1481.
• Zembylas, M., & Papanastasiou, E. C. (2005). Modeling teacher empowerment: The role of job satisfaction. Educational Research and Evaluation, 11(5), 433-459.