Örgütsel İklim ve Öğretmen Bağlılığı

Öz

Örgütsel iklim ve öğretmen bağlılığı, bir okulun etkinliğini ortaya koyan kritik faktörlerden birkaçıdır. Ancak, okulun örgütsel iklimi ile öğretmen bağlılığı arasındaki ilişkiyi inceleyen çalışmalarda yeterli değildir. Örgüt iklimi ve bağlılık arasındaki ilişkiyi açıklayan teorinin genişlemesine katkıda bulunabilecek bir çalışma yapılması gerekmektedir. Bu nedenle, bu çalışmada okulun örgütsel iklimi ile öğretmen bağlılığı arasındaki ilişkiye odaklanılmıştır. Bu çalışma, Sarawak, Malezya'daki 167 ortaokuldan 375 öğretmeni kapsayan amaçlı örnekleme ile kesitsel tanımlayıcı çalışma tasarımı kullanılarak yapılmıştır. Bu çalışmada Örgütsel İklim Endeksi (OCI) ve Örgütsel Bağlılık Anketi (OCQ) olmak üzere iki anket aracı kullanılmıştır. Okulun örgütsel iklimindeki dört boyut (yani meslektaş liderliği, öğretmen profesyonelliği, akademik baskı ve kurumsal kırılganlık) bağımsız değişkenlerdir. Öğretmen bağlılığı bağımlı değişkendir. Bu çalışmanın sonuçları okulun örgütsel ikliminin öğretmen bağlılığı ile önemli ölçüde ilişkili olduğunu göstermiştir. Meslektaş liderliği, öğretmen profesyonelliği ve akademik baskı gibi boyutların öğretmen bağlılığı ile pozitif anlamlı bir ilişkisi vardır. Aksine, kurumsal kırılganlığın öğretmen bağlılığı ile hiçbir ilişkisi olmadığı bulunmuştur. Ayrıca, bu çalışma öğretmen bağlılığının en baskın göstergesinin öğretmen profesyonelliği olduğunu ortaya çıkarmıştır. Sonuç olarak, bu çalışmanın sonuçları öğretmen bağlılığında güçlü bir akademik beklenti değişkeni olduğunu ortaya koymuştur. Sonuçlar, müdürler, öğretmenler, ebeveynler ve akademisyenler için bazı pratik çıkarımlar yapılmasına katkıda bulunacaktır.

Anahtar Kelimeler

• Öğretmen bağlılığı,örgüt iklimi,ortaokul,saravak

Organisational Climate and Teacher Commitment

Öz

Organisational climate and teacher commitment are a few critical factors that explained the effectiveness of a school. However, there is lack of study concerning the relationship between school’s organisational climate and teacher commitment. Therefore, there is a need to carry out study that can contribute to an expansion of theory that explains the relationship between organisational climate and commitment. Hence, this study focuses on the relationship between school’s organisational climate and teacher commitment. This study utilising cross sectional descriptive study design, with purposive sampling that involved 375 teachers from 167 secondary schools in Sarawak, Malaysia. Two survey instruments were used in this study, namely, the Organizational Climate Index (OCI) and the Organizational Commitment Questionnaire (OCQ). The four dimensions in the school’s organisational climate (i.e. collegial leadership, teacher professionalism, academic press and institutional vulnerability) were the independent variables. While the teacher commitment served as the dependent variable. The results of this study indicated that school’s organisational climate is significantly related to teacher commitment. Dimensions such as collegial leadership, teacher professionalism and academic press have positive significant relationship with teacher commitment. On the contrary, institutional vulnerability was found to have no relationship with teacher commitment. In addition, this study also showed that the most dominant predictor of teacher commitment is the teacher professionalism. In conclusion, the results of this study revealed that there is a strong academic expectancy variable in teacher commitment. The results contributed in giving a rise to some practical implications for principals, teachers, parents and academics.

Anahtar Kelimeler

• Teacher commitment,organisational climate,secondary school,Sarawak

Kaynakça

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