İlköğretim Okullarında Örgütsel İklim ve Bu İklimin Öğretmenlerin İş Doyumları Üzerindeki Etkileri

Yıl 2017, Cilt: 25 Sayı: 5, 1737 - 1752, 15.09.2017

Aydın Balyer Kenan Özcan

Öz

Örgütsel iklimin örgütte bulunan çalışanların davranışları ve algıları üzerinde etkileri
bulunmaktadır. Örgütsel ilkimin dört temel faktörü vardır: Yapısal, insan kaynakları, politik
ve sembolik çerçeve. İnsan kaynakları çerçevesi takım çalışmasını ifade ederken, yapısal
çerçeve rehberliği, sembolik çerçeve güveni ve politik çerçeve ise özerkliği ifade etmektedir.
Bu nicel betimsel çalışma bu unsurların öğretmenlerin içsel ve dışsal iş doyumlarını
etkileyip etkilemediğini ortaya çıkarmak amacıyla yürütülmüştür. Araştırma sonuçları erkek
öğretmenlerin okul çevresini daha olumlu algılarken kadın çalışanların daha yüksek içsel
iş doyumuna sahip olduklarını ortaya koymaktadır. 30 yaş ve daha genç öğretmenler bütün
faktörleri daha olumlu algılamaktadırlar. 12 yıldan fazla deneyimli öğretmenler, daha az
deneyimli meslektaşlarına göre sembolik çerçeveyi daha iyi algılamaktadırlar. 41 yaş ve daha
büyük olan öğretmenler daha fazla içsel doyuma sahipken daha genç öğretmenler daha fazla dışsal doyuma sahiptirler. Öğretmenler daha fazla deneyim elde ettikçe daha yüksek içsel
doyuma sahip olmaktadırlar. Okul ikliminin öğretmenlerin iş doyumları üzerindeki etkisi
değerlendirildiğinde, örgütsel iklim öğretmenlerin iş doyumlarının %60’ını açıklamaktadır. 

Anahtar Kelimeler

Liderlik, yapısal, insan kaynakları, politik, sembolik çerçeve, öğretmen iş doyumu

Organizational Climate At Primary Schools and Its Influences On Teachers Job Satisfaction

Öz

Organizational climate has influences on the way members behave and perceive in an
organization. It has four basic factors; structural, human resource, political, and symbolic
frames. While the human resources frame means teamwork, the structural frame accounts
to guidance, the symbolic frame infers trust and the political frame means autonomy. This
descriptive quantitative study was conducted to discover if these elements influence teachers’
intrinsic and extrinsic job satisfaction. Results reveal that while male teachers perceive school
environment more positively, female participants have higher intrinsic job satisfaction. While
younger teachers perceive all factors more positively, experienced teachers perceive symbolic
frame more positively. Regarding age is concerned, while the teachers who are 41 years old and
over have more intrinsic job satisfaction, the younger ones have more extrinsic job satisfaction. 

Anahtar Kelimeler

leadership, structural, human resource, political, symbolic frame, teachers’ job satisfaction

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