The Relationship between Bureaucratic School Structure and Classroom Teachers’ Professional Behaviours
Öz
Method. The sample of this study included 260 classroom teachers from 24 elementary schools in Bolu. Data in this study were collected using Enabling School Structure Scale developed by Hoy and Sweetland (2000) and Teacher Professionalism subscale of the School Climate Index by Tschannen-Moran et al. (2006). For the structure validity of the two scales, principal axis factor analysis with varimax rotations was performed. Enabling School Structure Scale has 12 items with loading ranged from .65 to .84. Teacher Professionalism Scale has 8 items with loading ranged from .55 to .90. Internal consistency was measured by using Cronbach's Alpha coefficient and alpha coefficient was .83 for Enabling School Structure Scale, .90 for Teacher Professionalism Scale. SPSS was used in the data analysis. Bivariate Pearson Correlation test was used to determine the relationship between school bureaucratic structure and classroom teachers' professional behaviors. To assess the effect of school bureaucratic structure on classroom teachers' professional behaviors, regression analyses were applied. Findings. The findings of present study show that the level of professional behaviors displayed by classroom teachers was low the midpoint on the scale. The level of enabling bureaucratic school structure was low the midpoint. The results of Pearson correlation analyses indicated that enabling bureaucratic school structure was related to classroom teachers' professional behaviors. The regression analyses revealed that enabling bureaucratic school structure was significantly predictor of classroom teachers' professional behaviors. The results suggest that enabling bureaucratic school structure may enhance classroom teachers' professional behaviors. Discussion. In this study, it was found that enabling bureaucratic school structure was related to classroom teachers' professional behaviors and was significantly predictor of classroom teachers' professional behaviors. There is a discrepancy among the findings of the previous research. The findings are consistent with the results of previous studies which indicate that enabling bureaucratic school structure was related to classroom teachers' professional behaviors (Geist, 2003; Tschannen-Moran, 2009). Inconsistent with the findings of this study, in the study conducted by Jacob (2003), it found that there is not a relationship between enabling bureaucratic school structure and classroom teachers' professional behaviors. Such as all organizations, schools that have bureaucratic structure are inevitable. Hoy and Sweetland (2001) argued that school bureaucratic structure can either hinder or enable the effective operation of schools. The prototype for an enabling structure is a hierarchy of authority and a system of rules and regulations that help rather than hinder the teaching – learning mission of the school. In enabling structures, principals and teachers work cooperatively. Similarly, rules and regulations are flexible guides rather than restraints to problem solving. Both the authority hierarchy and the rules and procedures are mechanisms that support the work of the teachers rather than means to enhance the power of the principal (Hoy, 2003). In contrast, the prototype for a hindering structure is a hierarchy of authority that hinders and a system of rules and regulations that is coercive. The hierarchy has as its primary goal controlled and disciplined compliance of teachers. In order to achieve that goal the system of rules and regulations is used to buttress control and punish deviance. The consequence typically and restrains the performance of teachers (Hoy & Sweetland, 2001). Professionals carry out the work based on the knowledge and skills. In the bureaucratic environment, employees acts are consistency with the organizational rules and regulations and approval by a superior (Morris, 1990). Therefore, in schools that have excessive bureaucratic structure, teachers are not displayed professional behaviors. Karaman et al. (2008) suggested that in organizations which are controlled bureaucratic mechanisms is not widespread in professionalism. The results of this study revealed that when school bureaucratic structure was enabling, teachers demonstrate professional behaviors.
Anahtar Kelimeler
Okulun Bürokratik Yapısı ile Sınıf Öğretmenlerinin Profesyonel Davranışları Arasındaki İlişki
Öz
Bu çalışmada okulların bürokratik yapıları ile öğretmenlerin profesyonel davranışları sergilemeleri arasındaki ilişki araştırılmıştır. Bu çalışmanın verileri 2011-2012 öğretim yılında Bolu ilindeki ilköğretim okullarında çalışan 260 sınıf öğretmeninden elde edilmiştir. Bu çalışmanın verileri Hoy ve Sweetland (2000) tarafından geliştirilen etkili okul yapısı ölçeği ve Tschannen-Moran, Parish ve DiPaola (2006) tarafından geliştirilen Öğretmen Profesyonelizm Ölçeği kullanılarak elde edilmiştir. Verilerin analizinde ortalama, standart sapma, korelasyon ve regresyon analizi kullanılmıştır. Korelasyon analizi sonuçları etkili bürokratik okul yapısı ile öğretmen profesyonelizmi arasında anlamlı ve olumlu ilişki olduğunu göstermiştir. Regresyon analizi ise etkili bürokratik okul yapısının öğretmen profesyonelizminin önemli bir açıklayıcısı olduğunu ortaya çıkarmıştır.
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