Araştırma Makalesi
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Örgütsel İklim ve Öğretmen Bağlılığı

Yıl 2020, Cilt: 2 Sayı: 2, 64 - 70, 31.12.2020

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.

Kaynakça

  • Akoto, M., & Allida, D. (2017). Relationship of school climate and organizational commitment of secondary school teachers. Baraton Interdisciplinary Research Journal, 7(Special Issue), 1-9.
  • Bahramia, M.A., Barati, O., Ghoroghchian, M., Al-Faraj, R.M., & Ezzatabadi, M.R. (2016). Role of organizational climate in organizational commitment: The case of teaching hospitals. Osong Public Health and Research Perspectives, 7(2), 96-100.
  • Bartlett, J.E., Kontrlik, J.W., & Hinggins, C.C. (2001). Organizational research: Determining appropriate sample size in survey research. Retrieved August 12, 2018, from www.ferdinandnabiswa.com/Documents/DEM810 samplesize%20deternimation.pdf.
  • Chung, J.F. (2014). Organisational climate and teacher commitment: A Brunei perspective. Berjaya Journal of Services & Management, 1, 94-108. DOI: 10.5281/zenodo.3464797
  • Department of Education Sarawak. (2018). Stages of schooling in Sarawak. Retrived in May 2nd, 2018, from https://www.sarawak.gov.my/web/ho me/page/337/education.
  • Douglas, S. M. (2010). Organizational Climate and Teacher Commitment. Unpublished PhD dissertation. Alabama, USA: The University of Alabama.
  • Ebrahimi, M. & Mohamadkhani, K. (2014). The relationship between organizational climate and job involvement among teachers of high schools in Delijan City, Iran. International Journal of Management and Business Research, 4(1), 65-72.
  • Halpin, A.W. & Croft D.B. (1963). The organizational climate of school. Chicago: Midwest Administration Center, University of Chicago.
  • Hosseini, M., & Talebian Nia, H. (2015). Correlation between organizational commitment and organizational climate of physical education teachers of schools of Zanjan. International Journal of Sport Studies, 5(2), 181-185.
  • Hoy, W. K. (2013). The organizational climate description for elementary schools (OCDQ-RE). Retrived in July 16th, 2018 from http://www.waynekhoy.com/ocdq-re.html.
  • Hoy, A. W., & Hoy, W. K. (2013). Instructional leadership: A learning-centered Guide for Principals, 4th edition. Boston: Allyn and Bacon. Hoy, W. K. & Miskel, C. G. (2013). Educational administration: Theory, research, and practice, 9th edition. New York: McGraw-Hill.
  • Hoy, W. K. & Miskel, C. G. (2008). Educational Administration: Theory, Research, And Practice, 8th edition. New York: McGraw-Hill.
  • Hoy, W. K. & Sabo, D. (1998). Quality middle schools: Open and healthy. Thousand Oaks, CA: Corwin Press. Hoy, W. K. Smith, P. A. & Sweetland, S. R. (2002). The development of the organizational climate index for high schools: Its measure and relationship to faculty trust. The High School Journal, 86(2), 38-49. Hoy, W. K., Tarter, C. J. & Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Beverly Hills, CA: Sage.
  • Kottkamp, R. B., Mulhern, J. & Hoy, W. K. (1987). Secondary school climate: A revision of the OCDQ. Educational Administration Quarterly, 23, 31-48.
  • Lambert, E.G. (2004). The impact of job characteristics on correctional staff members. The Prison Journal, 84(2), 208-227.
  • Lucero, L., & Etom, R. (2017, June). School climate as it relates to organizational commitment of teachers, presented at The Asian Conference on Cultural Studies, Kobe, Japan.
  • MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12(1), 73-84.
  • Mowday, R., Steers, R., & Porter, L. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14, 224-247.
  • Othman, T., & Kasuma, J. (2016). Relationship of school climate dimensions and teachers’ commitment. Journal of Contemporary Issues and Thought, 6, 19-29.
  • Raman, A., Chang, C.L., & Khalid, R. (2015). Relationship between school climate and teachers’ commitment in an excellent school of Kubang Pasu District, Kedah, Malaysia. Mediterranean Journal of Social Sciences, 6(3), 163-173.
  • Reza, S., Jafar, R. S., Mohammad, N., Hasan, A. & Shahrookh, K. (2013). The relation of organizational climate and job motivation with organizational commitment of new employed teachers of physical education of educations and training administration in Kermanshah Province. Advances in Environmental Biology, 7(13), 404-408.
  • Savas, A.C., & Toprak, M. (2014). Mediation effect of schools’ psychological climate on the relationship between principals’ leadership style and organizational commitment. The Anthropologist, 17(1), 173-182.
  • Smith, L. D. (2009). School Climate and Teacher Commitment. Manuscript submitted for publication. College of Education, University of Alabama, Tuscaloosa, Alabama.
  • Tarter, C. J., Hoy, W. K. & Bliss, J. (1989). Principal leadership and organizational commitment: The principal must deliver. Planning and Changing, 20, 139-140.
  • Tarter, C. J., Hoy, W. K. & Kottkamp, R. B. (1990). School health and organizational commitment. Journal of Research and Development in Education, 23, 236-242.

Organisational Climate and Teacher Commitment

Yıl 2020, Cilt: 2 Sayı: 2, 64 - 70, 31.12.2020

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.

Kaynakça

  • Akoto, M., & Allida, D. (2017). Relationship of school climate and organizational commitment of secondary school teachers. Baraton Interdisciplinary Research Journal, 7(Special Issue), 1-9.
  • Bahramia, M.A., Barati, O., Ghoroghchian, M., Al-Faraj, R.M., & Ezzatabadi, M.R. (2016). Role of organizational climate in organizational commitment: The case of teaching hospitals. Osong Public Health and Research Perspectives, 7(2), 96-100.
  • Bartlett, J.E., Kontrlik, J.W., & Hinggins, C.C. (2001). Organizational research: Determining appropriate sample size in survey research. Retrieved August 12, 2018, from www.ferdinandnabiswa.com/Documents/DEM810 samplesize%20deternimation.pdf.
  • Chung, J.F. (2014). Organisational climate and teacher commitment: A Brunei perspective. Berjaya Journal of Services & Management, 1, 94-108. DOI: 10.5281/zenodo.3464797
  • Department of Education Sarawak. (2018). Stages of schooling in Sarawak. Retrived in May 2nd, 2018, from https://www.sarawak.gov.my/web/ho me/page/337/education.
  • Douglas, S. M. (2010). Organizational Climate and Teacher Commitment. Unpublished PhD dissertation. Alabama, USA: The University of Alabama.
  • Ebrahimi, M. & Mohamadkhani, K. (2014). The relationship between organizational climate and job involvement among teachers of high schools in Delijan City, Iran. International Journal of Management and Business Research, 4(1), 65-72.
  • Halpin, A.W. & Croft D.B. (1963). The organizational climate of school. Chicago: Midwest Administration Center, University of Chicago.
  • Hosseini, M., & Talebian Nia, H. (2015). Correlation between organizational commitment and organizational climate of physical education teachers of schools of Zanjan. International Journal of Sport Studies, 5(2), 181-185.
  • Hoy, W. K. (2013). The organizational climate description for elementary schools (OCDQ-RE). Retrived in July 16th, 2018 from http://www.waynekhoy.com/ocdq-re.html.
  • Hoy, A. W., & Hoy, W. K. (2013). Instructional leadership: A learning-centered Guide for Principals, 4th edition. Boston: Allyn and Bacon. Hoy, W. K. & Miskel, C. G. (2013). Educational administration: Theory, research, and practice, 9th edition. New York: McGraw-Hill.
  • Hoy, W. K. & Miskel, C. G. (2008). Educational Administration: Theory, Research, And Practice, 8th edition. New York: McGraw-Hill.
  • Hoy, W. K. & Sabo, D. (1998). Quality middle schools: Open and healthy. Thousand Oaks, CA: Corwin Press. Hoy, W. K. Smith, P. A. & Sweetland, S. R. (2002). The development of the organizational climate index for high schools: Its measure and relationship to faculty trust. The High School Journal, 86(2), 38-49. Hoy, W. K., Tarter, C. J. & Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Beverly Hills, CA: Sage.
  • Kottkamp, R. B., Mulhern, J. & Hoy, W. K. (1987). Secondary school climate: A revision of the OCDQ. Educational Administration Quarterly, 23, 31-48.
  • Lambert, E.G. (2004). The impact of job characteristics on correctional staff members. The Prison Journal, 84(2), 208-227.
  • Lucero, L., & Etom, R. (2017, June). School climate as it relates to organizational commitment of teachers, presented at The Asian Conference on Cultural Studies, Kobe, Japan.
  • MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12(1), 73-84.
  • Mowday, R., Steers, R., & Porter, L. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14, 224-247.
  • Othman, T., & Kasuma, J. (2016). Relationship of school climate dimensions and teachers’ commitment. Journal of Contemporary Issues and Thought, 6, 19-29.
  • Raman, A., Chang, C.L., & Khalid, R. (2015). Relationship between school climate and teachers’ commitment in an excellent school of Kubang Pasu District, Kedah, Malaysia. Mediterranean Journal of Social Sciences, 6(3), 163-173.
  • Reza, S., Jafar, R. S., Mohammad, N., Hasan, A. & Shahrookh, K. (2013). The relation of organizational climate and job motivation with organizational commitment of new employed teachers of physical education of educations and training administration in Kermanshah Province. Advances in Environmental Biology, 7(13), 404-408.
  • Savas, A.C., & Toprak, M. (2014). Mediation effect of schools’ psychological climate on the relationship between principals’ leadership style and organizational commitment. The Anthropologist, 17(1), 173-182.
  • Smith, L. D. (2009). School Climate and Teacher Commitment. Manuscript submitted for publication. College of Education, University of Alabama, Tuscaloosa, Alabama.
  • Tarter, C. J., Hoy, W. K. & Bliss, J. (1989). Principal leadership and organizational commitment: The principal must deliver. Planning and Changing, 20, 139-140.
  • Tarter, C. J., Hoy, W. K. & Kottkamp, R. B. (1990). School health and organizational commitment. Journal of Research and Development in Education, 23, 236-242.
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Jee Fenn Chung 0000-0002-5568-1072

Yayımlanma Tarihi 31 Aralık 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 2 Sayı: 2

Kaynak Göster

APA Chung, J. F. (2020). Organisational Climate and Teacher Commitment. İzmir Sosyal Bilimler Dergisi, 2(2), 64-70.
İzmir Sosyal Bilimler Dergisi © 2019
Index Copernicus (Master List), Scilit, CrossRef, Harvard Library, EuroPub, OpenAIRE, Base, Academindex, IAD, Academic Resource Index (Researchbib), ASOS Index, Advanced Science Index, Türk Eğitim İndeksi, Academia.edu, Google Scholar, Scientific Indexing Services (SIS), ROAD, Internet Archive Scholar
tarafından taranmaktadır.

Yayıncı
İzmir Akademi Derneği
www.izmirakademi.org
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