Perceptions of Elementary School Teachers on Person-Organization Value Congruence

Yıl 2006, Cilt: 48 Sayı: 48, 557 - 583, 01.09.2006

Ferudun Sezgin

Öz

This study examined the perceptions of elementary school teachers about individual and organizational value congruence according to some variables, and provided several implications for person-organization value congruence at schools. In this study, a total of 575 teachers working in 40 elementary schools from central counties of Ankara were selected as the study sample by using cluster-sampling method. Results from this study indicated that a moderately significant positive correlation between teachers' perceptions of individual and organizational values was found. The results also showed that there were no statistically significant differences in perceptions of teachers' on person-organization value congruence in terms of gender, branch, years in current school, the last graduated school, educational level, and job satisfaction level. However, results demonstrated that teachers' perceptions on person-organization value congruence varied significantly depending on the years in profession, attitude towards the schools in which they work, and considering himself/herself as an important member of the school. According to the results, teachers with high job satisfaction, considering themselves as important members of schools, and having a strong commitment to schools had more positive person-organization value congruence perceptions than the others. Based on the results of the study, it was suggested that longitudinal studies on which values affect teachers' perceptions about teaching profession be conducted by using qualitative research techniques. Summary Person-organization (P-O) fit is a key to maintaining a committed workforce that is necessary in a competitive business environment (Cable & Parsons, 2001). P-O fit can be defined as the congruence between the needs, values, and priorities of person and of organization (Kristof, 1996; Parkes, Bochner & Schneider, 2001; Autry & Daugherty, 2003). It is possible to say that this means there is a harmony between individual and organizational values (Goodman & Svyantek, 1999). In another words, P-O fit is defined as the congruence between the norms and values of organizations and the values of persons (Chatman, 1989; Kraimer, 1997). The fit between people and organizations occurs when at least one entity provides what the others need, or they share similar fundamental characteristics, or both (Kristof, 1996; Kristof-Brown, 2000). In order to understand and predict the attitudes and behaviors of individuals with regard to their organizations, the fit between the individual and the organization may be examined. Studies on person-organization fit have shown several important implications for individual well-being and organizational outcomes. For instance, fit between a person's values and organizational values is related to behavioral and affective outcomes, such as longer tenure, greater organizational commitment and better job performance (O'Reilly III, Chatman & Caldwell, 1991; Van Vianen, 2000). There are many research findings in the field of person-organization fit suggesting that while individual and organizational value congruence increases job satisfaction, organizational commitment and performance of employees, and helps workers demonstrate organizational citizenship behaviors and extra effort for acquiring objectives, it decreases the level of leaving the job, role ambiguities, and negative factors causing stress in organization (Chatman, 1989; Chatman, 1991; O'Reilly III, Chatman & Caldwell, 1991; McDonald, 1993; Cable, 1995; Cable & Judge, 1996; Kraimer, 1997; Meglino & Ravlin, 1998; Finegan, 2000; Verquer, Beehr & Wagner, 2003). P-O fit has most frequently been studied as person-organization value congruence (Chatman, 1989; Kristof-Brown, 2000). Values are the main important aspect of both employees and organizations that can be compared directly and meaningfully. A value is an enduring belief that a specific mode of conduct or end-state is preferable to its opposite. These enduring beliefs guide the attitudes, judgment, and behaviors of individuals (Rokeach, 1973; Chatman, 1989; Cable & Judge, 1996). The values of a person directly affect his behavior in that they encourage him to act in accordance with his values. In this regard, values are one of the main forces which affect the behaviors of people (Meglino & Ravlin, 1998). When an individual's values are congruent with those that are prevalent in his or her social environment or organization, the values of the social environment may positively affect the behaviors of the individual. Therefore, the congruence between teachers' individual values and organizational values of schools can be regarded as a tool for increasing job satisfaction level and organizational commitment of teachers and improving education quality. Method The purpose of this study was to examine the perceptions of elementary school teachers about individual and organizational value congruence according to some variables, and to provide several implications for person-organization value congruence at schools. For this aim, firstly, a general conceptual analysis on the importance of person-organization fit, and individual and organizational value congruence was presented. Then, considering the unique characteristics of schools, consequences of person-organization value congruence in terms of job satisfaction, organizational commitment and performance were discussed. As a descriptive study, dependent variables of this research were the perceptions of elementary school teachers on person-organization value congruence. Demographic variables of the teachers such as gender, branch, years in current school, years in profession, the last graduated school, attitude towards the school, educational status, job satisfaction level, and feeling himself/herself as an important and valuable member of the school were independent variables. In this study, a total of 575 teachers working in 40 elementary schools from central counties of Ankara (Altındağ, Çankaya, Etimesgut, Gölbaşı, Keçiören, Mamak, Sincan, and Yenimahalle) were selected as the study sample by using cluster-sampling method. The study sample consists of 364 female (63%) and 211 male (37%) teachers. Out of these teachers participating in the study, 340 (59%) were classroom teachers and 235 (41%) were in different branches. A self-developed questionnaire was used to gather data. The questionnaire involves both teachers' personal characteristics and a scale used for measuring person-organization value congruence. A normative technique was used to measure the values. This technique typically requires respondents to rate the extent they endorse a set of items or statements describing a value or set of values. In order to analyze the data, Pearson Product-Moment Correlation Coefficient, Independent Samples t-Test, One-Way Anova (ANOVA), Tukey-HSD Multiple Comparison Test, Kruskal Wallis H-Test, and Mann Whitney U-Test were used. Results and Findings Results from this study indicated that a moderately significant positive correlation between teachers' perceptions of individual and organizational values was found. The results also revealed that there were no statistically significant differences in perceptions of teachers' on person-organization value congruence in terms of gender, branch, years in current school, the last graduated school, educational level, and job satisfaction level. However, results demonstrated that teachers' perceptions on person-organization value congruence varied significantly depending on the years in profession, attitude towards the schools in which they work, and feeling himself/herself as an important member of the school. According to the results, teachers with high job satisfaction, feeling themselves as important members of schools, and having a strong commitment to schools had more positive person-organization value congruence perceptions than the others. Conclusion and Suggestions Since the results of the study showed that the teachers with high job satisfaction level were likely to have a more positive person-organization value congruence perception, it was recommended that the factors supporting teachers job satisfaction be investigated. Based on the results of the study, it was suggested that longitudinal studies on which values effect teachers' perceptions about teaching profession be conducted by using qualitative research techniques. In order to improve individual and organizational value congruence, teachers should be educated on ethical codes and values of teaching profession both by in-service education programmes and courses in universities before graduation. The managerial strategies allowing teachers to participate in the decision making processes and providing them with opportunities for supporting their individual and professional development should be seen as important. An effective communication among students, teachers, school managers, and parents should be developed for reinforcing values and ethical behaviors.

Anahtar Kelimeler

Value , value congruence , person-organization value congruence

İlköğretim Okulu Öğretmenlerinin Birey-Örgüt Değer Uyumuna İlişkin Algıları

Öz

Bu çalışmanın amacı, ilköğretim okullarında görevli öğretmenlerin bireysel ve örgütsel değerlerin uyumuna ilişkin algılarını çeşitli değişkenler açısından incelemek ve okulda birey-örgüt değer uyumuna yönelik bazı çıkarımlar sunmaktır. Araştırmaya Ankara'nın merkez ilçelerinden seçilen 40 ilköğretim okulunda görevli 575 öğretmen katılmıştır. Araştırmanın sonuçları, araştırmaya katılan öğretmenlerin bireysel ve örgütsel değerlere ilişkin algıları arasında pozitif yönde, orta düzeyde ve anlamlı bir ilişki olduğunu göstermiştir. Öğretmenlerin birey-örgüt değer uyumuna ilişkin algılarında; cinsiyet, branş, çalışılan okuldaki hizmet süresi, mezun olunan kurum, öğrenim durumu ve işten memnun olma düzeyi değişkenlerine göre istatistiksel olarak anlamlı farklılıklar yoktur. Bununla birlikte, öğretmenlerin birey-örgüt değer uyumuna ilişkin algıları; mesleki kıdem, okula ilişkin algılanan tutum ve kendini okulun önemli ve değerli bir üyesi olarak hissetme durumu değişkenlerine göre anlamlı farklılıklar göstermiştir. İş doyumu yüksek, kendini okulun önemli ve değerli bir üyesi olarak hisseden ve çalıştığı okula bağlılık duyan öğretmenlerin bireysel ve örgütsel değerlerin uyumuna ilişkin algıları, diğer öğretmenlere oranla daha olumludur. Araştırmanın sonuçları doğrultusunda, öğretmenlerin öğretmenlik mesleğe ilişkin algılarını hangi değerlerin nasıl etkilediğinin boylamsal olarak ve nitel yöntemlerle desteklenerek araştırılması önerilmektedir.

Anahtar Kelimeler

Değer , değer uyumu , birey-örgüt değer uyumu

Kaynakça

• Autry, C. W., & Daugherty, P. J. (2003). Warehouse operations employees: Linking person-organization fit, job satisfaction, and coping responses. Journal of Business Logistics, 24(1), 171-197.
• Aydın, M. (1994). Eğitim yönetimi. Genişletilmiş 4. Baskı. Ankara: Hatiboğlu Yayınları.
• Bacanlı, H. (2002). Psikolojik kavram analizleri. Ankara: Nobel Yayın Dağıtım.
• Balay, R. (2000). Yönetici ve öğretmenlerde örgütsel bağlılık. Ankara: Nobel Yayın Dağıtım.
• Balcı, A. (2003). Örgütsel sosyalleşme. Kuram, strateji ve taktikler. 2. Baskı. Ankara: Pegem A Yayıncılık.
• Büyüköztürk, Ş. (2003). Sosyal bilimler için veri analizi el kitabı. İstatistik, araştırma deseni, spss uygulamaları ve yorum. Geliştirilmiş 3. Baskı. Ankara: Pegem A Yayıncılık.
• Cable, D. M. (1995). The role of person-organization fit in organizational entry. Unpublished Doctoral Dissertation. Cornell University.
• Cable, D. M., & Judge, T. A. (1996). Person – organization fit, job choice decisions, and organizational entry. Organizational Behavior and Human Decision Processes, 67(3), 294-311.
• Cable, D. M., & Parsons, C. K. (2001). Socialization tactics and person- organization fit. Personnel Psychology, 54(1), 1-23.
• Chatman, J. A. (1989). Improving interactional organizational research: A model of person-organization fit. Academy of Management Review, 14(3), 333-349.
• Chatman, J. A. (1991). Matching people and organizations: Selection and socialization in public accounting firms. Administrative Science Quarterly, 36(3), 459-484.
• Çelik, V. (1990). İş doyumunun çağdaş eğitim denetimindeki yeri ve önemi. Fırat Üniversitesi Dergisi (Sosyal Bilimler), 4(1), 61-68.
• Çelik, V. (2000). Örgüt kültürü ve yönetimi. 2. Baskı. Ankara: Pegem A Yayıncılık.
• Demirtaş, H. ve Güneş, H. (2002). Eğitim yönetimi ve denetimi sözlüğü. Ankara: Anı Yayıncılık.
• Dose, J. J. (1997). Work values: An integrative framework and illustrative application to organizational socialization. Journal of Occupational & Organizational Psychology, 70(3), 219-240.
• Enz, C. A. (1988). The role of value congruity in intraorganizational power. Administrative science quarterly, (33), 284-304.
• Feather, N. T., & Rauter, K. A. (2004). Organizational citizenship behaviours in relation to job status, job insecurity, organizational commitment and identification, job satisfaction and work values. Journal of Occupational and Organizational Psychology, (77), 81-94.
• Finegan, J. E. (2000). The impact of person and organizational values on organizational commitment. Journal of Occupational and Organizational Psychology, 73(2), 149-169.
• Freedman, J. L., Sears, D. O. ve Carlsmith, J. M. (1993). Sosyal psikoloji. (Çeviren: A. Dönmez). 2. Baskı. Ankara: İmge Kitabevi Yayınları.
• Goodman, S. A., & Svyantek, D. J. (1999). Person-organization fit and contextual performance: Do shared values matter. Journal of Vocational Behavior, (55), 254-275.
• Güngör, E. (1993). Değerler psikolojisi. Ahlak psikolojisi, ahlaki değerler ve ahlaki gelişme. Amsterdam: Hollanda Türk Akademisyenler Birliği Vakfı Yayınları: 8.
• Hultman, K., & Gellerman, B. (2002). Balancing individual and organizational values. Walking the tightrope to success. San francisco, Ca: Jossey-Bass / Pfeiffer.
• Jehn, K. A., Chadwick, C., & Thatcher, S. M. B. (1997). To agree or not to agree: The effects of value congruence, individual demographic dissimilarity, and conflict on workgroup outcomes. International Journal of Conflict Management, 8(4), 287-305.
• Kalliath, T. J., Bluedorn, A. C., & Strube, M. J. (1999). A test of value congruence effects. Journal of Organizational Behavior, 20, 1175-1198.
• Karakitapoğlu, Z. (1996). Contemporary value orientations of adults and university students. Unpublished Master Thesis. Ankara: METU, The Graduate School of Social Sciences.
• Kaskel, R. J. (2000). Value congruence and satisfaction. Unpublished Doctoral Dissertation. The California School of Professional Psychology at Alameda.
• Kraimer, M. L. (1997). Organizational goals and values: A socialization model. Human Resource Management Review, 7(4), 425-447.
• Kristof, A. L. (1996). Person-organization fit: An integrative review of its conceptualizations, measurement, and implications. Personnel Psychology, 49(1), 1-49.
• Kristof-Brown, A. L. (2000). Perceived applicant fit: Distinguishing between recruiters’ perceptions of person-job and person-organization fit. Personnel Psychology, 53(3), 643-671.
• Lussier, R. N. (2002). Human relations in organizations. Applications and skill-building. Fifth Edition. New York: McGraw-Hill / Irwin.
• Mcdonald, P. R. (1993). Individual-organizational value congruence: Operationalization and consequents. Unpublished Doctoral Dissertation. London: The University of Western Ontario.
• Mcdonald, P., Gandz, J. (1991). Identification of values relevant to business research. Human Resource Management, 30(2), 217-236.
• Meglino, B. M., & Ravlin, E. C. (1998). Individual values in organizations: Concepts, controversies, and research. Journal of Management, 24(3), 351-389.
• O’Reilly III, C. A., Chatman, J., & Caldwell, D. F. (1991). People and organizational culture: A profile comparison approach to assessing person-organization fit. Academy of Management Journal, 34(3), 487-516.
• Orhan, K. (1997). İş doyumu ve değerler. Yayımlanmamış Yüksek Lisans Tezi. İzmir: Ege Üniversitesi, Sosyal Bilimler Enstitüsü.
• Özgüven, İ. E. (1999). Psikolojik testler. Üçüncü baskı. Ankara: PDREM Yayınları.
• Parkes, L. P., Boncher, S., & Schneider, S. K. (2001). Person-organisation fit across cultures: An emprical investigation of individualism and collectivism. Applied Psychology: An International Review, 50(1), 81-108.
• Parsons, J. G. (1999). The relationship of values to performance: A case study of the washington state criminal justice training commission. Oklahoma: University of Central Oklahoma.
• Posner, B. Z. (1992). Person-organization values congruence: No support for individual differences as a moderating influence. Human Relations, 45(4), 351-361.
• Posner, B. Z., & Schmidt, W. H. (1993). Values congruence and differences between the interplay of personal and organizational value systems. Journal of Business Ethics, (12), 341-347.
• Robbins, S. P. (1990). Organization theory. Structure, design, and applications. Third Edition. New Jersey: Prentice-Hall International Editions.
• Rokeach, M. (1973). The nature of human values. New York: The Free Press.
• Sağnak, M. (2003). İlköğretim okullarında görevli yönetici ve öğretmenlerin örgütsel değerlere ilişkin algıları ile kişisel değerleri arasındaki uyum düzeyleri. Yayımlanmamış Doktora Tezi. Bolu: Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü.
• Sağnak, M. (2004). Değerler yönünden birey-örgüt uyumu ve sonuçları. Kuram ve Uygulamada Eğitim Yönetimi, 10(37), 72-95.
• Sağnak, M. (2005a). İlköğretim okullarında görevli yönetici ve öğretmenlerin örgütsel değerlere ilişkin algıları. Eğitim ve Bilim, 30(136), 31-38.
• Sağnak, M. (2005b). İlköğretim okullarında görevli yönetici ve öğretmenlerin değer uyum düzeyleri. Kuram ve Uygulamada Eğitim Bilimleri, 5(1), 207-228.
• Sezgin, F. (2006). İlköğretim okulu öğretmenlerinin bireysel ve örgütsel değerlerinin uyumu. Yayımlanmamış Doktora Tezi. Ankara: G.Ü. Eğitim Bilimleri Enstitüsü.
• Sims, R. L., & Kroeck, K. G. (1994). The influence of ethical fit on employee satisfaction, commitment and turnover. Journal of Business Ethics, 13(12), 939-947.
• Stolp, S., & Smith, S. C. (1997). Cultural leadership. School leadership handbook for excellence. (Edited by S. C. Smith and P. K. Piele). University of Oregon: ERIC.
• Şişman, M. (2002). Örgütler ve kültürler. Ankara: Pegem A Yayıncılık.
• Taşdelen, A. (1998). Üniversite öğrencilerinde ereksel ve araçsal değerler hiyerarşisi. Yayımlanmamış Yüksek Lisans Tezi. İzmir: Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü.
• Tepeci, M., & Bartlett, L. B. (2002). The hospitality industry culture profile: A measure of individual values, organizational culture, and person- organization fit as predictors of job satisfaction and behavioral intentions. Hospitality Management, (21), 151-170.
• Terzi, A. R. (2000). Örgüt kültürü. Ankara: Nobel Yayın Dağıtım.
• Valentine, S., Godkin, L., & Lucero, M. (2002). Ethical context, organizational commitment, and person-organization fit. Journal of Business Ethics, 41(4), 349-360.
• Vancouver, J. B., & Schmitt, N. W. (1991). An exploratory examination of person-organization fit: Organizational goal congruence. Personnel Psychology, 44(2), 333-352.
• Van Vianen, A. E. M. (2000). Person-organization fit: The match between newcomers’ and recruiters’ preferences for organizational cultures. Personnel Psychology, 53(1), 113-149.
• Verquer, M. L. (2002). Fitting in at work: A comparison of the relationships between person-organization fit and person-group fit with work attitudes. Unpublished Doctoral Dissertation. Michigan: Central Michigan University.
• Verquer, M. L., Beehr, T. A., & Wagner, S. H. (2003). A meta-analysis of relations between person-organization fit and work attitudes. Journal of Vocational Behavior, (63), 473-489.
• Yüksel, Ö. (2000). İnsan kaynakları yönetimi. Ankara: Gazi Kitabevi.