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Secondary School Teachers’ Perceptions about Organizational Culture and Organizational Citizenship Behavior

Yıl 2012, Cilt: 3 Sayı: 3, 399 - 434, 01.04.2012

Öz

Background. Cultural variables such as artifacts, shared values and basic assumptions about the organizational reality constitute different organizational cultures and influence the quality of work life in organizations. Organizational culture has been defined differently in the organizational literature. These definitions range from the simple to the complex, such as social glue; organizational blinders; the way we do things around here (Shaw & Reyes, 1992).Organizational culture determines leadership styles and work strategies and thus it shapes organizational behaviors and the way things are done in organizations (De Brentani & Kleinschmidt, 2004). Shared philosophies, ideologies, values, assumptions, beliefs, expectations, attitudes and norms constitute organizational culture. Organizational culture produces norms in the formal structure of organizations, and it develops a social system of certain values, beliefs and habits. This system support employees to get an organizational awareness to decide which behaviors are appropriate in the organization (Halis, 2003). In brief, organizational culture forms a social system and shared behavior pattern which holds the employees together in the organization (Martins & Terblanche, 2003).Organizational citizenship behaviors are defined as discretionary behaviors which are not formally recognized by the organizational reward system. Organizational citizenship behaviors may range from helping voluntarily a co-worker to wearing the organizational logo on a sweatshirt. In organizational life, it is difficult to reward organizational citizenship behaviors or to punish the absence of such citizenship behaviors (Moorman & Blakely, 1995). Organizational citizenship behavior is accepted as organizational members' extra-role behaviors which are not described in their formal job descriptions. Some examples of these discretionary behaviors include cooperation with peers, performing voluntarily extra duties for the organization, punctuality, volunteering and helping others, using time efficiently, conserving resource, and positively representing the organization (Ahmadi,2010). Organizational citizenship behavior has been studied as an impetus for better organizational performance. Moreover, it has been examined in relation to some other organizational variables like organizational commitment, job satisfaction, or procedural justice (Jahangir, Akbar, & Haq, 2004). However, the studies examining the relationships between organizational citizenship behavior and organizational culture are very rare.Organizational citizenship behavior has been described as having two or more dimensions. For example, Smith, Organ, and Near (1983) described organizational citizenship behavior in two dimensions as altruism and generalized compliance. Organ (1988), in another study, explains five categories of organizational citizenship behavior such altruism, conscientiousness, sportsmanship, courtesy, and civic virtue. Moorman and Blakely (1995) defined identified organizational citizenship behavior in four categories. On the other hand, Dipaola and Tschannen-Moran (2001) proposed bipolar construct for organizational citizenship behavior; one polar refer to help the organization and second polar express helping individuals (Jahangir, Akbar, & Haq, 2004). Similarly, Suresh, and Venkatammal (2010) examined organizational citizenship behavior in two dimensions like individual oriented and organizational oriented behaviors. In this study organizational citizenship behavior was measured in two dimensions as organizational responsibility and individual responsibility In organizational literature organizational culture is generally described in four dimensions. For examples, Hofstede (1980) defined four cultural orientations (power distance, masculinity-femininity, individualistcollectivist and uncertainty avoidance) in organizations. Harrison (1975) explained organizational culture through four different organizational ideologies as power culture, role culture, task culture and individual culture. Handy (1981), adapted Harrison's organizational culture classification orderly into four ancient Greece Gods; Zeus, Apollo, Athena, and Dionisus. Pheysey (1983) by taking into consideration the classifications of Harrison and Handy, proposed four organizational culture types as power culture, role culture, achievement culture and support culture. In this study Pheysey's (1983) organizational culture classification was taken into considerations, but after explanatory and confirmatory factor analysis organizational culture was measured in two factors as classic organizational culture, corresponding Pheysey's power and role cultures, and contemporary organizational culture, corresponding Pheysey's achievement and support cultures. Purpose. This study aims to examine organizational culture and organizational citizenship behavior perceptions of the secondary school teachers in Rize Province. In order to reach this main aim the following research questions are formulated: 1. How do secondary school teachers perceive organizational culture and organizational citizenship behavior in their schools? 2. Do secondary school teachers' perceptions of organizational culture and organizational citizenship behavior show difference significantly according to their genders, school types, and teaching experiences? 3. Can primary teachers' perceptions of organizational citizenship behavior be predicted from their perceptions of organizational culture? Method. The study was conducted with voluntary participation of 291 teachers working in academic and vocational secondary schools located in Rize Province. 110 of 291 teachers were female and 181 teachers were male; 157 teachers were working in academic secondary schools and 134 teachers were working in vocational secondary schools.Two different instruments were used in data gathering process. The first instrument was organizational culture scale previously developed by İpek (1999) and the second one, organizational citizenship behavior scale was previously developed by Vigoda-Gadot & others (2007) and translated and adapted into Turkish by the author. The organizational culture scale contains four dimensions as power culture, role culture, achievement culture, and support culture in its original form. In this study, explanatory and confirmatory factor analyses results indicated that the items in the organizational culture scale appeared to have two factorial components. The factors of the organizational culture scale were named as classic organizational culture and contemporary organizational culture. The factor analyses showed that the items of power culture and role culture in the original scale constituted classic organizational culture dimension while the items of achievement culture and support culture in the original scale formed contemporary organizational culture dimension. The organizational citizenship behavior scale had three dimensions in its original form. These dimensions were named as organizational responsibility, personal responsibility, and individual performance. Explanatory and confirmatory factor analysis results indicated that the items in the organizational citizenship behavior scale loaded on two factors. These factors were named as institutional responsibility and personal responsibility. The factor analyses indicated that the items of personal responsibility and individual performance dimensions in the original scale loaded on one factor, named as personal responsibility, and the items of organizational responsibility dimensions in the original form loaded on second factor, named as institutional responsibility. The items of the both scales were rated on a five-point Likert type ranging from 1 (disagree) to 5 (strongly agree). In data analysis process, the means corresponding to the secondary school teachers' perceptions about the dimensions of the organizational culture and organizational citizenship behavior were competed firstly. Secondary school teachers' perceptions on these dimensions were compared by using two-way ANOVA according to variables as gender, experience and school types. Moreover the secondary school teachers' organizational citizenship behaviors were predicted from their organizational culture perceptions by using multiple regression analysis.Results and Discussion. The study results revealed that organizational culture perceptions of the secondary school teachers showed difference significantly between female and male teachers at classic organizational culture dimension. Female teachers expressed more classic organizational culture (M = 3.74) than their male counterparts (M = 3.49). However, teachers' organizational culture perceptions at contemporary organizational culture dimension did not vary according to gender. On the other hand, teachers with 16 or more years teaching experience expressed higher classic (M = 3.68) and contemporary (M = 3.69) organizational culture than teachers having teaching experience between 6 and 10 years (M = 3.42 and M = 3.31). This result supports the previous study by Flores (2004) on teachers' organizational culture perceptions revealing that beginner teachers were uninterested and insensitive towards their schools. Moreover, the study results revealed that secondary school teachers working in vocational secondary schools had higher classics organizational culture perceptions than the teachers working in academic secondary schools. This results support the results of a previous study by Sönmez (2006) showing that vocational school teachers perceive their schools' organizational culture more oriented towards classic organizational culture dimensions, namely role culture and power culture. The study results also indicated that organizational citizenship behavior perceptions of the secondary school teachers showed difference according to gender at the personal responsibility dimension. Female teachers perceived more personal responsibility (M = 3.97) than male teachers (M = 3.71). Teachers' organizational citizenship behaviors perceptions did not show difference according to gender at institutional responsibility dimension. The study results related to the comparison of organizational citizenship behavior perceptions of the secondary school teachers according to their gender differences support some previous study results (Sökmen & Boylu, 2011; Titrek, Bayrakçı, & Zafer, 2009). However, the study results also contradict the results of the previous studies by Eres (2010), Titrek, Bayrakçı, and Zafer (2009). The study results showed that secondary school teachers' perceptions did not show difference according to school type and experience at both dimensions of the organizational citizenship behavior. The study results also indicated that organizational citizenship behavior perceptions of the secondary school teachers could be regressed from their perceptions of organizational culture. Regression analysis showed that secondary school teachers' perceptions of classic and contemporary organizational cultures had significant effects on their organizational citizenship behaviors perceptions at personal and institutional responsibility dimensions.Secondary school teachers' classic and contemporary organizational culture perceptions explained 31 per cent of the variance in their institutional responsibility perceptions. On the other hand, 32 per cent of the variance in secondary school teachers' personal responsibility perceptions was explained by their classic and contemporary organizational culture perceptions. The study results indicated that organizational citizenship behavior perceptions of secondary school teachers at personal responsibility dimensions correlates positively with their perceptions of classic and contemporary organizational culture. However, there are not any significant relationships between organizational citizenship behavior perception of secondary school teachers at institutional responsibility dimension and their classic organizational culture perceptions. As mentioned above, organizational citizenship behavior perceptions of the secondary school teachers can be predicted significantly from their organizational culture perceptions. The contemporary culture seems to be the most significant predictor of organizational citizenship behavior at institutional and personal responsibility dimensions. The study findings pointing out the relationships between organizational culture and organizational citizenship behaviors support some previous studies (Asgari & Others, 2008; Çelik, 2007; Gök, 2007; Maignan & Others, 1999; Moorman & Blakely, 1995; Sezgin, 2009; Uçanok, 2008). Suggestions. Based on the study results the following recommendations can be developed; • Since female secondary school teachers perceive more classic organizational culture in their schools than their male counterparts, school managements should give more opportunities to female teachers in order to participate to school management activities. • Since the secondary school teachers working in vocational secondary schools perceive more classic organizational culture in their schools than the teachers working in the academic secondary schools, school management should attach more importance for democratic and participatory implementations in school activities. • Since the secondary school teachers with more teaching experience expressed higher classic and contemporary organizational culture than teachers having less teaching experience, the school managements should give more opportunities to beginner teachers in order to participate to school activities. • Since the contemporary organizational culture seems to be the most significant predictor of organizational citizenship behaviors at institutional and personal responsibility dimensions in the secondary schools, school principals may be aware of the importance of contemporary organizational culture orientations in order to improve secondary school teachers' organizational citizenship behaviors.

Kaynakça

  • Ahmadi, F. (2010). Survey relationship between OCB and internal & external factors impact on OCB. European Journal of Social Sciences, 16(3), 460-478.
  • Arslantaş, C. ve Pekdemir, I. (2007). Dönüşümcü liderlik, örgütsel vatandaşlık davranışı ve örgütsel adalet arasındaki ilişkileri belirlemeye yönelik görgül bir çalışma. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 7(1), 261-286.
  • Asgari, A. S., Abu Daud, A. A., & Samah, B. A. (2008). The relationship between organizational characteristics, task characteristics, cultural context and organizational citizenship behaviors. European Journal of Economics, Finance and Administrative Sciences [http://www.eurojournals.com/ejefas13.htm], 13, 94- 107.
  • Ayık, A. ve Ada, Ş. (200). İlköğretim okullarında oluşturulan okul kültürü ile okulların etkililiği arasındaki ilişki. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 8(2), 429-446.
  • Barnard, C. I. (1938). The function of the executives. Cambridge, MA: Harvard Universtiy Press; in Tayyab, S. (2005), “Organisational citizenship behaviour: validating factorial structure and invariance among employees”, Journal of the Indian Academy of Applied Psychology, 31(1/2), 49-64.
  • Chien, M. H. (2003). A study to improve organizational citizenship behaviors, International Congress on Modelling and Simulation (MODSIM03), Integrative Modelling of Biophysical, Social, and Economic Systems for Resource Management Solutions, 14-17 July 2003, Townsville, Australia; 1364-1367. http://www.mssanz.org.au/MODSIM03/Media/Articles/Vol%203%20Articles/1 364-1367.pdf [21.11.2011].
  • Çelik, M. (2007). Örgüt kültürü ve örgütsel vatandaşlık davranışı-bir uygulama (Yayınlanmamış doktora tezi). Atatürk Üniversitesi Sosyal Bilimler Enstitüsü, Erzurum.
  • Çokluk, Ö. B., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010) Sosyal bilimler için çok değişkenli istatistik, SPSS ve LISREL uygulamalar., Ankara: Pegem Akademi.
  • De Brentani, U., & Kleinschmidt, E. J. (2004); Corporate culture and commitment: Impact on performance of international new product development programs, The Journal of Product Innovation Management, 21, 309-333.
  • Demirtaş, Z. (2010). Liselerde okul kültürü ile öğrenci başarısı arasındaki ilişki. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(13), 208-223.
  • Denison, D. R., & Mishra, A. K. (1995). Toward a theory of organizatioal culture and effectiveness. Organization Science, 6(2), 204-223.
  • Dipaola, M., & Tschannen-Moran, M. (2001). Organizational citizenship behavior in school and its relationship to school climate. Journal of School Leadership, 11, 425-447.
  • Dolan, S. L., Tzafrir, S. S., & Baruch, Y. (2005). Testing the causal relationships between procedural justice, trust and organizational citizenship behavior. Revue de Gestion Des Ressources Humaines, 57, 79-89.
  • Eres, F. (2010). Organizational citizenship behaviors of teachers in vocational high schools. Eurasian Journal of Educational Research, 39, 111-126.
  • Farh, J. L., Zhong, C. B., & Organ, D. W. (2004. Organizational citzenship behavior in the People’s Republic of Chine, Organizational Science, 15(2), 241-253.
  • Flores, M. A. (2004). The impact of school culture and leadership on new teachers’ learning in the workplace. International Journal of Leadership in Education. 7(4), 297-318.
  • Gök, E. E. (2007). Örgütsel kültür bağlamında örgütsel vatandaşlık olgusu ve bir araştırma (Yayımlanmamış yüksek lisans tezi). Pamukkale Üniversitesi, Denizli.
  • Gürbüz, S. (2008). İş tatmini ve adalet algısının örgütsel vatandaşlık davranışına etkisi. Amme İdaresi Dergisi, 41(4), 49-77.
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Öğretmen Algılarına Göre Ortaöğretim Kurumlarında Örgütsel Kültür ve Örgütsel Vatandaşlık Davranışı

Yıl 2012, Cilt: 3 Sayı: 3, 399 - 434, 01.04.2012

Öz

Bu araştırmanın amacı, ortaöğretim kurumlarında görev yapan öğretmenlerin görev yaptıkları okullara ilişkin örgütsel kültür ve örgütsel vatandaşlık davranışı algıları arasındaki ilişkiyi incelemektir. Araştırmada öğretmenlerin örgütsel kültür ve örgütsel vatandaşlık davranışı algılarının cinsiyetlerine, görev yaptıkları okulun türüne (genel lise/meslek lisesi) ve deneyimlerine bağlı olarak farklılaşıp farklılaşmadığı test edilmekte, ayrıca öğretmenlerin örgütsel vatandaşlık davranışı algılarının örgütsel kültür algılarından istatistiksel olarak kestirilip kestirilemeyeceği belirlenmeye çalışılmaktadır. Rize il merkezindeki liselerde görev yapan öğretmenlerle gönüllülük esasına göre gerçekleştirilen araştırmada veri toplama aracı olarak Örgütsel Kültür Ölçeği ile Örgütsel Vatandaşlık Davranışı Ölçeği kullanılmıştır. Araştırma sonucunda, öğretmenlerin örgüt kültürü algılarının geleneksel örgüt kültürü boyutunda cinsiyetlerine (bayanlar lehine) ve görev yaptıkları okul türüne göre (meslek liseleri lehine) istatistiksel olarak farklılaştığı, örgütsel vatandaşlık davranışı algılarının ise bireysel sorumluluk boyutunda cinsiyete göre farklılaştığı gözlenmiştir. Ayrıca, öğretmenlerin örgütsel vatandaşlık davranışı algılarının örgütsel kültür algılarından istatistiksel olarak kestirilebildiği belirlenmiştir.

Kaynakça

  • Ahmadi, F. (2010). Survey relationship between OCB and internal & external factors impact on OCB. European Journal of Social Sciences, 16(3), 460-478.
  • Arslantaş, C. ve Pekdemir, I. (2007). Dönüşümcü liderlik, örgütsel vatandaşlık davranışı ve örgütsel adalet arasındaki ilişkileri belirlemeye yönelik görgül bir çalışma. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 7(1), 261-286.
  • Asgari, A. S., Abu Daud, A. A., & Samah, B. A. (2008). The relationship between organizational characteristics, task characteristics, cultural context and organizational citizenship behaviors. European Journal of Economics, Finance and Administrative Sciences [http://www.eurojournals.com/ejefas13.htm], 13, 94- 107.
  • Ayık, A. ve Ada, Ş. (200). İlköğretim okullarında oluşturulan okul kültürü ile okulların etkililiği arasındaki ilişki. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 8(2), 429-446.
  • Barnard, C. I. (1938). The function of the executives. Cambridge, MA: Harvard Universtiy Press; in Tayyab, S. (2005), “Organisational citizenship behaviour: validating factorial structure and invariance among employees”, Journal of the Indian Academy of Applied Psychology, 31(1/2), 49-64.
  • Chien, M. H. (2003). A study to improve organizational citizenship behaviors, International Congress on Modelling and Simulation (MODSIM03), Integrative Modelling of Biophysical, Social, and Economic Systems for Resource Management Solutions, 14-17 July 2003, Townsville, Australia; 1364-1367. http://www.mssanz.org.au/MODSIM03/Media/Articles/Vol%203%20Articles/1 364-1367.pdf [21.11.2011].
  • Çelik, M. (2007). Örgüt kültürü ve örgütsel vatandaşlık davranışı-bir uygulama (Yayınlanmamış doktora tezi). Atatürk Üniversitesi Sosyal Bilimler Enstitüsü, Erzurum.
  • Çokluk, Ö. B., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010) Sosyal bilimler için çok değişkenli istatistik, SPSS ve LISREL uygulamalar., Ankara: Pegem Akademi.
  • De Brentani, U., & Kleinschmidt, E. J. (2004); Corporate culture and commitment: Impact on performance of international new product development programs, The Journal of Product Innovation Management, 21, 309-333.
  • Demirtaş, Z. (2010). Liselerde okul kültürü ile öğrenci başarısı arasındaki ilişki. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(13), 208-223.
  • Denison, D. R., & Mishra, A. K. (1995). Toward a theory of organizatioal culture and effectiveness. Organization Science, 6(2), 204-223.
  • Dipaola, M., & Tschannen-Moran, M. (2001). Organizational citizenship behavior in school and its relationship to school climate. Journal of School Leadership, 11, 425-447.
  • Dolan, S. L., Tzafrir, S. S., & Baruch, Y. (2005). Testing the causal relationships between procedural justice, trust and organizational citizenship behavior. Revue de Gestion Des Ressources Humaines, 57, 79-89.
  • Eres, F. (2010). Organizational citizenship behaviors of teachers in vocational high schools. Eurasian Journal of Educational Research, 39, 111-126.
  • Farh, J. L., Zhong, C. B., & Organ, D. W. (2004. Organizational citzenship behavior in the People’s Republic of Chine, Organizational Science, 15(2), 241-253.
  • Flores, M. A. (2004). The impact of school culture and leadership on new teachers’ learning in the workplace. International Journal of Leadership in Education. 7(4), 297-318.
  • Gök, E. E. (2007). Örgütsel kültür bağlamında örgütsel vatandaşlık olgusu ve bir araştırma (Yayımlanmamış yüksek lisans tezi). Pamukkale Üniversitesi, Denizli.
  • Gürbüz, S. (2008). İş tatmini ve adalet algısının örgütsel vatandaşlık davranışına etkisi. Amme İdaresi Dergisi, 41(4), 49-77.
  • Handy, C. B. (1981). Understanding organizations (2nd ed.). Great Britain: Hazell Watson & Viney Ltd.
  • Harrison, R. (1975). Diagnosing organizational ideology. Annual handbook for group facilators (Edited by Jones, J. E. and Pfeffer J. W.). University Associates Inc.; in Handy, C. B. (1981): Understanding organizations. 2nd edition, Hazell Watson & Viney Ltd. Great Britain.
  • Hofstede G., Bram N., Ohayv D. D., & Sanders, G. (1990). Measuring organizational cultures: A qualitative and quantitative study across twenty cases. Administrative Science Quarterly, 35(2), 286-316.
  • Hofstede, G. (1980). Culture consequences: International differences in work related values. London: Sage.
  • İpek, C. (1999). Resmi liseler ile özel liselerde örgütsel kültür ve öğretmen-öğrenci ilişkisi (Yayımlanmamış doktora tezi). Ankara Üniversitesi, Ankara.
  • Jahangir, N., Akbar, M. M., & Haq, M. (2004). Organizational citizenship behavior: its nature and antecedents. BRAC University Journal, 1(2), 75-85.
  • Jandeska, K. E., & Kraimer, M. L. (2005). Women’s perceptions of organiztional culture, work attitudes, adn role-modeling behaviors. Journal of Managerial Issues, XVII(4), 461-478.
  • Katz, D. (1964). The motivational basis of organizational behavior. Behavioral Science, 9, 131–146; in Farh, J. L., Zhong, C. B. ve Organ, D. W. (2004. Organizational citzenship behavior in the People’s Republic of Chine, Organizational Science, 15(2), 241-253.
  • Lin, C. P. (2008). Clarifying the relationship between organizational citizenship behaviors, gender, and knowledge sharing in workplace organizations in Taiwan. Journal of Business Psychology, 22, 241-250.
  • Maignan, I., Ferrell, O. C., & Hult, G. T. M. (1999). Corporate citizenship: cultural antecedents and business benefits. Journal of the Academy of Marketing Science, 27(4), 455-469.
  • Martins, E. C., & Terblanche, F. (2003). Building organizational culture that stimulates creativity and innovation. European Journal of Innovation Management, 6(1), 64-74.
  • Moorman, R. H., & Blakely, G. L. (1995). Indivudualism-collectivisim as an individual difference predictor of organizational citizenship behavior. Journal of Organizational Behavior, 16, 127-142.
  • Moorman, R. H., Blakely G. L., & Niehoff, B. P. (1998). Does percieved organizational support mediate the relationship between procedural justice and organizational citizenship behavior? Academy of Management, 41(3), 351-357.
  • 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.
  • Neuman, G. A., & Kickul, J. R. (1998). Organizational citizenship behaviors: achievement orientation and personality. Journal of Business and Psychology, 13(2), 263-279.
  • Noor, M., Bhatti, A. M., Khan, M. A. A., & Khan, M. Y. (2011). The impact of employees percption of organizational climate on organizational citizenship behavior: Mediating role of organizatational commitment and moderating impacat of social network ties in Pakistani context. European Journal of Social Sciences, 22(1), 81-96.
  • O’Reilly, C. (1989). Corporations, culture, and commitment: Motivation and social control in organizations, California Management Review, 31(4), 9-25, in Staw, B. M. (1995), (Editor). Psychological dimensions of organizational behavior, 2nd Edition, Prentice Hall, New Jersey.
  • Organ, D. W. (1988). Organizational citizenship behavior: The good soldier syndrome. Lexington, MA: Lexington Boks.; in Tayyab, S. (2005). Organisational citizenship behaviour: validating factorial structure and invariance among employees. Journal of the Indian Academy of Applied Psychology, 31(1/2), 49-64.
  • Organ, D. W. (1990). The motivational basis of organizational citizenship behavior. Research in Organizational Behavior, 12, 43-72.
  • Özdevecioğlu, M. (2003). Örgütsel vatandaşlık davranışı ile üniversite öğrencilerinin bazı demografik özellikleri ve akademik başarıları arasındaki ilişkilerin belirlenmesine yönelik bir çalışma. Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 20, 117-135.
  • Pheysey, D. C. (1993). Organizational cultures: Types and transformations. London: Routledge.
  • Podsakoff, P. M., MacKenzie, S. B., & Bommer, W. H. (1996). Transformational leader behaviors and substitutes for leadership as determinants of employee satisfaction, commitment, trust, and organizational citizenship behaviors. Journal of Management, 22(2), 259-298.
  • Podsakoff, P. M., Ahearne, M., & MacKenzie, S. B. (1997). Organizational citizenship behavior and the quantity and quality of work group performance. Journal of Applied Psychology, 82, 262-270.
  • Polat, S. ve Celep, C. (2008). Ortaöğretim öğretmenlerinin örgütsel adalet, örgütsel güven, örgütsel vatandaşlık davranışlarına ilişkin algıları. Kuram ve Uygulamada Eğitim Yönetimi (Educational Administration: Theory and Practice), 4, 307-331.
  • Sezgin, O. (2009), Exploring the relationship between the concepts of organization culture, organizational justice and organizational citizenship behavior (Yayımlanmamış doktora tezi). Yeditepe Üniversitesi, İstanbul.
  • Shaw, J., & Reyes, P. (1992). School cultures: Organizational value orientation and commitment. The Journal of Educational Research, 85(5), 295-302.
  • Singh, A. K., & Singh, A. P. (2009). Does personality predict organizational citizenship behaviour among managerial personnel. Journal of the Indian Academy of Applied Psychology, 35(2), 291-298.
  • Smith, C. A., Organ, D. W., & Near, J. P. (1983). Organizational citizenship behavior: Its nature and antecedents. Journal of Applied Psychology, 68, 653- 663.
  • Sökmen, A. ve Boylu, Y. (2011). Örgütsel vatandaşlık davranışı cinsiyete göre farklılık gösterir mi? Otel işletmeleri açısından bir değerlendirme. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 10(1), 147-163.
  • Sönmez, M. A. (2006). Meslek liselerinde örgüt kültürü, Kuram ve Uygulamada Eğitim Yönetimi (Educational Administration: Theory and Practice), 45, 85-108.
  • Stamper, A. L., & Van Dyne, L. (2001). Work status and organizational citizenship behavior: a field study of restaurant employees. Journal of Organizational Behavior, 22, 517-536.
  • Suresh, S., & Venkatammal, P. (2010). Antecedents of organizatioal citizenship behaviour. Journal of the Indian Academy of Applied Psychology, 36(2), 276-286.
  • Tepper, B. J., & Taylor, E. C. (2003). Relationships among supervisors’ and subordinates’ procedural justice percepitions and organizational citizenship behaviors. Academy of Management Journal, 46(1), 97-105.
  • Titrek, O., Bayrakçı, M. ve Zafer, D. (2009). Öğretmenlerin örgütsel vatandaşlık davranışına ilişkin görüşleri. Akademik Bakış, 17, 1-28.
  • Truckenbrodt, Y. B. (2000). The relationship between leader-member exchange and commitment and organizational citizenship behavior. Acquisition Review Quarterly, Summer 2000. 233-244.
  • Türker, M. (2008). Organizational citizenship behaviour and organizational learning climate relationship. Lex et Scientia International Journal, XV(1), 182- 188.
  • Ueda, Y. (2011). Organizational citizenship behavior in a Japanese organization: The effects of job involvement, organizational commitment, and collectivism. Journal of Behavioral Studies in Business, 4, 1-14.
  • Williams, L. J., & Anderson, S. E. (1991), Job satisfaction and organizational commitment as predictors of organizational citizenship and in-role behaviors. Journal of Management, 17(3), 601-617.
  • Yücel, C. ve Samancı-Kalaycı, G. (2009). Örgütsel güven ve örgütsel vatandaşlık davranışı. Fırat Üniversitesi Sosyal Bilimler Dergisi, 19(1), 113-132.
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Cemalettin İpek Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 3 Sayı: 3

Kaynak Göster

APA İpek, C. (2012). Öğretmen Algılarına Göre Ortaöğretim Kurumlarında Örgütsel Kültür ve Örgütsel Vatandaşlık Davranışı. Kuram Ve Uygulamada Eğitim Yönetimi, 3(3), 399-434.
AMA İpek C. Öğretmen Algılarına Göre Ortaöğretim Kurumlarında Örgütsel Kültür ve Örgütsel Vatandaşlık Davranışı. Kuram ve Uygulamada Eğitim Yönetimi. Nisan 2012;3(3):399-434.
Chicago İpek, Cemalettin. “Öğretmen Algılarına Göre Ortaöğretim Kurumlarında Örgütsel Kültür Ve Örgütsel Vatandaşlık Davranışı”. Kuram Ve Uygulamada Eğitim Yönetimi 3, sy. 3 (Nisan 2012): 399-434.
EndNote İpek C (01 Nisan 2012) Öğretmen Algılarına Göre Ortaöğretim Kurumlarında Örgütsel Kültür ve Örgütsel Vatandaşlık Davranışı. Kuram ve Uygulamada Eğitim Yönetimi 3 3 399–434.
IEEE C. İpek, “Öğretmen Algılarına Göre Ortaöğretim Kurumlarında Örgütsel Kültür ve Örgütsel Vatandaşlık Davranışı”, Kuram ve Uygulamada Eğitim Yönetimi, c. 3, sy. 3, ss. 399–434, 2012.
ISNAD İpek, Cemalettin. “Öğretmen Algılarına Göre Ortaöğretim Kurumlarında Örgütsel Kültür Ve Örgütsel Vatandaşlık Davranışı”. Kuram ve Uygulamada Eğitim Yönetimi 3/3 (Nisan 2012), 399-434.
JAMA İpek C. Öğretmen Algılarına Göre Ortaöğretim Kurumlarında Örgütsel Kültür ve Örgütsel Vatandaşlık Davranışı. Kuram ve Uygulamada Eğitim Yönetimi. 2012;3:399–434.
MLA İpek, Cemalettin. “Öğretmen Algılarına Göre Ortaöğretim Kurumlarında Örgütsel Kültür Ve Örgütsel Vatandaşlık Davranışı”. Kuram Ve Uygulamada Eğitim Yönetimi, c. 3, sy. 3, 2012, ss. 399-34.
Vancouver İpek C. Öğretmen Algılarına Göre Ortaöğretim Kurumlarında Örgütsel Kültür ve Örgütsel Vatandaşlık Davranışı. Kuram ve Uygulamada Eğitim Yönetimi. 2012;3(3):399-434.