Araştırma Makalesi
BibTex RIS Kaynak Göster

Okullarda Örgütsel Dertleşmeye İlişkin Öğretmen Görüşleri

Yıl 2019, , 3214 - 3231, 15.10.2019
https://doi.org/10.33206/mjss.525082

Öz

Bu
araştırma, daha önce Türkçe alan yazında ilk defa kavramsal bir çalışmayla
gündeme gelmiş olan “Örgütsel Dertleşme” kavramının öğretmenler tarafından
nasıl algılandığını belirlemeye yöneliktir. Bu bağlamda örgütsel dertleşme
kavramına ilişkin öğretmenlerin görüşlerini ortaya koymak hedeflenmiştir. Nitel
olarak yürütülen bu çalışmada araştırmanın çalışma grubunu Muş il merkezinde
bulunan bir ilkokul ve ortaokulda görev yapan farklı branşlardan 11 öğretmen
oluşturmuştur. Araştırma soruları, öğretmenlerin örgüt içerisinde sevinçlerini,
hüzünlerini ve örgütsel problemlerini paylaşma açısından tercihlerini ve
algılarını anlamaya yöneliktir. Verilerin çözümlenmesi için betimsel analiz yapılmıştır.
Araştırma sonucunda öğretmenlerin, kendi düşüncelerini, fikirlerini,
deneyimlerini başka bireylere anlatırken bilişsel bir süzgeçten geçirdikleri
söylenebilir. Ayrıca öğretmenlerin çoğunlukla yöneticilerle dertleşmekten
çekindikleri ortaya çıkmıştır. Yöneticilerin örgütsel gerçeklikleri fark
edebilmek ve örgütsel değişimleri gerçekleştirebilmek için örgütsel dertleşmeye
uygun zemin hazırlamaları ve örgütsel dertleşmenin gücünden yararlanmaları
önerilebilir. 

Kaynakça

  • Barth, R.S. (2006). Improving relationships within the school. Improving Professional Practice, 63(6), 8-13.
  • Beer, M. &Eisenstat, R. A. (2004). How toHave an HonestConversationAboutYour Business Strategy (HBR OnPointEnhanced Edition). Harvard Business Review. http://hbr.org/product/how-to-have-an-honest-conversation-about-your-busi/an/5925-PDF-ENG. (05/04/2018).
  • Bogdan, R. C., ve Biklen, S. K. (1998). Qualitative research in education. Boston: Allyn & Bacon.
  • Brown, J. &Isaacs, D. (1997). Conversation as a Core Business Process. The Systems Thinker Newsletter. Vol. 7, No. 10:1-9.
  • Bushe, G. R. (2009). Learning From Collective Experience: A Different View of Organizational Learning. OD PRACTITIONER.Vol. 41, No. 3. 19-23.
  • Choudhury, T. & Pentland, A. (2003). Modeling Face-to Face Communication using the Sociameter. Interactions. http://wearables.cc.gatech.edu/paper_of_week/modelingFace2Face.pdf(06/04/2012).
  • Cohen, L.,Manion, L. ve Morrison, K. (2005). Research methods in education (5th Ed.). London, New York: Routledge Falmer.
  • Çetinkaya, E., Kemer, G., Bulgan, G., & Tezer, E. (2008). İkili ilişkiler güven ölçeği’nin geçerlik ve güvenirlik çalışmaları. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(29), 65-77.
  • Degner, R. K. (2010). Prevalence of Communication Apprehension at a Community College. The International Journal of Inter disciplinary Social Sciences. Vol.5, No 6:184-192.
  • Demir Yıldız, C. & Dönmez, B. (2017). Örgütsel Dertleşme. Ekev Akademi Dergisi. 21 (72). Ss. 59-66.
  • Dooley, J. (2009). Conversation, The New Sciences, And The Unlearning Organization. Citeseer.http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.135.9569&rep=rep1&type=pdf ( 22 Mart 2012).
  • Evans, M. (2017). Workplace Career Conversations: aligning organizational talent management and individual career development. Unpublished Doctoral Thesis. Loughborough University Institutional Repository.
  • Ford, J. D. (1999). Organizational Change as Shifting Conversations.Journal of Organizational Change Management. 12 (6), 480-500.
  • Haigh, N. (2005). Everyday Conversation as a Contextfor Professional Learning and Development. International Jopurnal for Academic Development. Vol. 10, No. 1: 3-16.
  • Hervey, G. W. (1853). Rhetoric of conversation: or, Bridles&spurs for the management of tongue. New York: Harper & Brothers Publishers.
  • Hurley, T. J. & Brown, J. (2010). Conversational Leadership: Thinking Together for a Change. Oxford Leadership Journal: Shifting The Trajectory of Civilisation. 1 (2), 1-9.
  • Graham, P. (2007). The Role of Conversation, Contention, and Commitment in a Professionally Learning Community. OpenStax-CNX module: m14270 https://files.eric.ed.gov/fulltext/EJ1066767.pdf (23.10.2018)
  • Larzelere, R. E. ve Huston, T. L. (1980). The dyadic trust scale: Toward understanding interpersonal trust in close relationships. Journal of Marriage and the Family, 42(3), 595-604.
  • McDrury, J. & Alterion, M. (2002). Learning through story telling: using reflection and experience in higher education contexts. Palmerston North, NZ: DunmorePress.
  • Metin, H. (2011). Empatik İletişim ve Yönetişim. İletişim, Kuram ve Araştırma Dergisi. Bahar, Sayı 32:177-203.
  • Neuman, W. L. (2010). Toplumsal Araştırma Yöntemleri: Nitel ve Nicel Yaklaşımlar.(4. Baskı). İstanbul: Yayın Odası.
  • Paulo, G. (2011). ‘Conversation-Oriented Decision Support Systems for Organizations’ in Cruz-Cunha, M. M. &Varajao, J. (Eds.). Enterprise Information Systems Design, Implementation and Management: Organizational Applications. IGI Global, (pp.1-622). doi:10.4018/978-1-61692-020-3.
  • Patrick, P. L. (2002). Discourse and conversation. Course Materials, Department of Language and Linguistics. Retrieved 21 May 2002 from http://courses.essex.ac.uk/lg/lg/lg432/Conversation.html.
  • Pepkins, D. (2003). KingArthur's roundtable: How collaborative conversations creates mart organizations. New Jersey: John Wiley&Sonss.
  • Powell, W. &Kusuma-Powell, O. (2009). Leadership for learning: conversations that matter. International Schools' Journal.Vol XXVIII, No.2:45-56.
  • Sole, D. & Wilson, D. (2002). Storytelling in organizations: The power and traps of using stories to share knowledge in organizations. http://lila.pz.harvard.edu/_upload/lib/ACF14F3.pdf. ( 05/04/2012).
  • Şenel, Ö. (2006). Personel Güçlendirmenin Örgüt Kültürüne Etkisi. Yayımlanmamış Yüksek Lisans Tezi. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü. İzmir.
  • Tannen, D. (1994). Talking from 9 to 5: how women's and men's conversational styles affect who gets heard, who gets credit, and what gets done at work. New York: William Morrow.
  • Türk Dil Kurumu [TDK]. (2012). Genel Türkçe Sözlük..http://www.tdk.org.tr/index.php?option=com_gts&arama=gts&guid=TDK.GTS.4fac11e12b99a2.68164961 ( 05/05/2012).
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (7. Baskı). Ankara: Seçkin Yayınları.
  • Wang, M.C. &Haertel, D.G. (2001). Teacher relationships Adigest of research from the Laboratory for Student Success. No. 309, No Child Left Behind Act of 2001 (NCLB). http://www.state.nj.us/education/title1/tech/module4/relationships.pdf. received on 06/10/2018

The Views Of Teachers Related To Organizational Narrative Conversation At Schools

Yıl 2019, , 3214 - 3231, 15.10.2019
https://doi.org/10.33206/mjss.525082

Öz

This research is aimed to determine the reflections of the concept of “Organizational Narrative Conversation” which came up for the first time in Turkish literature before with a conceptual study. In this context, it was aimed to reveal the views of teachers about the concept of organizational narrative conversation. In this qualitative study, the study group consisted of 11 teachers from different branches working in a primary school and secondary school in Muş city center. The research questions are aimed at understanding the preferences and perceptions of teachers in terms of sharing their joys, sadness and organizational problems within the organization. Descriptive analysis was performed to analyze the data. As a result of the research, it can be said that teachers pass a cognitive filter while telling their thoughts, ideas and experiences to other individuals. In addition, it was revealed that teachers were mostly hesitant to complain to the administrators. As a result, it is seen that professional narrative conversations were rarely performed by teachers. It is understood that teachers' professional conversations reflect very little to their professional areas. In addition, it can be understood that women's exchange of information on professional issues is more than that of men in professional narrative conversations. In order to realize organizational realities and realize organizational changes, managers may be able to prepare the appropriate level for organizational narrative conversation and to benefit from its power.

Kaynakça

  • Barth, R.S. (2006). Improving relationships within the school. Improving Professional Practice, 63(6), 8-13.
  • Beer, M. &Eisenstat, R. A. (2004). How toHave an HonestConversationAboutYour Business Strategy (HBR OnPointEnhanced Edition). Harvard Business Review. http://hbr.org/product/how-to-have-an-honest-conversation-about-your-busi/an/5925-PDF-ENG. (05/04/2018).
  • Bogdan, R. C., ve Biklen, S. K. (1998). Qualitative research in education. Boston: Allyn & Bacon.
  • Brown, J. &Isaacs, D. (1997). Conversation as a Core Business Process. The Systems Thinker Newsletter. Vol. 7, No. 10:1-9.
  • Bushe, G. R. (2009). Learning From Collective Experience: A Different View of Organizational Learning. OD PRACTITIONER.Vol. 41, No. 3. 19-23.
  • Choudhury, T. & Pentland, A. (2003). Modeling Face-to Face Communication using the Sociameter. Interactions. http://wearables.cc.gatech.edu/paper_of_week/modelingFace2Face.pdf(06/04/2012).
  • Cohen, L.,Manion, L. ve Morrison, K. (2005). Research methods in education (5th Ed.). London, New York: Routledge Falmer.
  • Çetinkaya, E., Kemer, G., Bulgan, G., & Tezer, E. (2008). İkili ilişkiler güven ölçeği’nin geçerlik ve güvenirlik çalışmaları. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(29), 65-77.
  • Degner, R. K. (2010). Prevalence of Communication Apprehension at a Community College. The International Journal of Inter disciplinary Social Sciences. Vol.5, No 6:184-192.
  • Demir Yıldız, C. & Dönmez, B. (2017). Örgütsel Dertleşme. Ekev Akademi Dergisi. 21 (72). Ss. 59-66.
  • Dooley, J. (2009). Conversation, The New Sciences, And The Unlearning Organization. Citeseer.http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.135.9569&rep=rep1&type=pdf ( 22 Mart 2012).
  • Evans, M. (2017). Workplace Career Conversations: aligning organizational talent management and individual career development. Unpublished Doctoral Thesis. Loughborough University Institutional Repository.
  • Ford, J. D. (1999). Organizational Change as Shifting Conversations.Journal of Organizational Change Management. 12 (6), 480-500.
  • Haigh, N. (2005). Everyday Conversation as a Contextfor Professional Learning and Development. International Jopurnal for Academic Development. Vol. 10, No. 1: 3-16.
  • Hervey, G. W. (1853). Rhetoric of conversation: or, Bridles&spurs for the management of tongue. New York: Harper & Brothers Publishers.
  • Hurley, T. J. & Brown, J. (2010). Conversational Leadership: Thinking Together for a Change. Oxford Leadership Journal: Shifting The Trajectory of Civilisation. 1 (2), 1-9.
  • Graham, P. (2007). The Role of Conversation, Contention, and Commitment in a Professionally Learning Community. OpenStax-CNX module: m14270 https://files.eric.ed.gov/fulltext/EJ1066767.pdf (23.10.2018)
  • Larzelere, R. E. ve Huston, T. L. (1980). The dyadic trust scale: Toward understanding interpersonal trust in close relationships. Journal of Marriage and the Family, 42(3), 595-604.
  • McDrury, J. & Alterion, M. (2002). Learning through story telling: using reflection and experience in higher education contexts. Palmerston North, NZ: DunmorePress.
  • Metin, H. (2011). Empatik İletişim ve Yönetişim. İletişim, Kuram ve Araştırma Dergisi. Bahar, Sayı 32:177-203.
  • Neuman, W. L. (2010). Toplumsal Araştırma Yöntemleri: Nitel ve Nicel Yaklaşımlar.(4. Baskı). İstanbul: Yayın Odası.
  • Paulo, G. (2011). ‘Conversation-Oriented Decision Support Systems for Organizations’ in Cruz-Cunha, M. M. &Varajao, J. (Eds.). Enterprise Information Systems Design, Implementation and Management: Organizational Applications. IGI Global, (pp.1-622). doi:10.4018/978-1-61692-020-3.
  • Patrick, P. L. (2002). Discourse and conversation. Course Materials, Department of Language and Linguistics. Retrieved 21 May 2002 from http://courses.essex.ac.uk/lg/lg/lg432/Conversation.html.
  • Pepkins, D. (2003). KingArthur's roundtable: How collaborative conversations creates mart organizations. New Jersey: John Wiley&Sonss.
  • Powell, W. &Kusuma-Powell, O. (2009). Leadership for learning: conversations that matter. International Schools' Journal.Vol XXVIII, No.2:45-56.
  • Sole, D. & Wilson, D. (2002). Storytelling in organizations: The power and traps of using stories to share knowledge in organizations. http://lila.pz.harvard.edu/_upload/lib/ACF14F3.pdf. ( 05/04/2012).
  • Şenel, Ö. (2006). Personel Güçlendirmenin Örgüt Kültürüne Etkisi. Yayımlanmamış Yüksek Lisans Tezi. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü. İzmir.
  • Tannen, D. (1994). Talking from 9 to 5: how women's and men's conversational styles affect who gets heard, who gets credit, and what gets done at work. New York: William Morrow.
  • Türk Dil Kurumu [TDK]. (2012). Genel Türkçe Sözlük..http://www.tdk.org.tr/index.php?option=com_gts&arama=gts&guid=TDK.GTS.4fac11e12b99a2.68164961 ( 05/05/2012).
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (7. Baskı). Ankara: Seçkin Yayınları.
  • Wang, M.C. &Haertel, D.G. (2001). Teacher relationships Adigest of research from the Laboratory for Student Success. No. 309, No Child Left Behind Act of 2001 (NCLB). http://www.state.nj.us/education/title1/tech/module4/relationships.pdf. received on 06/10/2018
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Canan Demir Yıldız 0000-0002-5905-9344

Burhanettin Dönmez 0000-0002-1175-8744

Yayımlanma Tarihi 15 Ekim 2019
Gönderilme Tarihi 10 Şubat 2019
Yayımlandığı Sayı Yıl 2019

Kaynak Göster

APA Demir Yıldız, C., & Dönmez, B. (2019). Okullarda Örgütsel Dertleşmeye İlişkin Öğretmen Görüşleri. MANAS Sosyal Araştırmalar Dergisi, 8(4), 3214-3231. https://doi.org/10.33206/mjss.525082
AMA Demir Yıldız C, Dönmez B. Okullarda Örgütsel Dertleşmeye İlişkin Öğretmen Görüşleri. MJSS. Ekim 2019;8(4):3214-3231. doi:10.33206/mjss.525082
Chicago Demir Yıldız, Canan, ve Burhanettin Dönmez. “Okullarda Örgütsel Dertleşmeye İlişkin Öğretmen Görüşleri”. MANAS Sosyal Araştırmalar Dergisi 8, sy. 4 (Ekim 2019): 3214-31. https://doi.org/10.33206/mjss.525082.
EndNote Demir Yıldız C, Dönmez B (01 Ekim 2019) Okullarda Örgütsel Dertleşmeye İlişkin Öğretmen Görüşleri. MANAS Sosyal Araştırmalar Dergisi 8 4 3214–3231.
IEEE C. Demir Yıldız ve B. Dönmez, “Okullarda Örgütsel Dertleşmeye İlişkin Öğretmen Görüşleri”, MJSS, c. 8, sy. 4, ss. 3214–3231, 2019, doi: 10.33206/mjss.525082.
ISNAD Demir Yıldız, Canan - Dönmez, Burhanettin. “Okullarda Örgütsel Dertleşmeye İlişkin Öğretmen Görüşleri”. MANAS Sosyal Araştırmalar Dergisi 8/4 (Ekim 2019), 3214-3231. https://doi.org/10.33206/mjss.525082.
JAMA Demir Yıldız C, Dönmez B. Okullarda Örgütsel Dertleşmeye İlişkin Öğretmen Görüşleri. MJSS. 2019;8:3214–3231.
MLA Demir Yıldız, Canan ve Burhanettin Dönmez. “Okullarda Örgütsel Dertleşmeye İlişkin Öğretmen Görüşleri”. MANAS Sosyal Araştırmalar Dergisi, c. 8, sy. 4, 2019, ss. 3214-31, doi:10.33206/mjss.525082.
Vancouver Demir Yıldız C, Dönmez B. Okullarda Örgütsel Dertleşmeye İlişkin Öğretmen Görüşleri. MJSS. 2019;8(4):3214-31.

MANAS Journal of Social Studies (MANAS Sosyal Araştırmalar Dergisi)     


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