Teachers’ Workplace Aggression Behaviors and Their Relationship with Organizational Justice

Yıl 2020, Cilt: 9 Sayı: 3, 1391 - 1409, 21.07.2020

Başak Coşkun , Ali Balcı

https://doi.org/10.33206/mjss.656710

Cited By: 3

Öz

In this study, it was aimed to examine teachers’ workplace aggression behaviors and organizational justice perceptions and test the predictive effect of organizational justice on workplace aggression. Designed with causal comparative and correlational methods, the study had a sampling of 408 teachers, working in Kayseri and selected according to proportional stratified random sampling technique. Teachers’ Workplace Aggression Scale developed by the researchers and Organizational Justice Types Scale by Kuru-Çetin (2013) were used as data collection tools. Mann-Whitney U, Kruskal Wallis, t-test, one way ANOVA, simple and multiple linear regression analyses were used in data analyses. The results showed that teachers rarely observe aggressive behaviors at school, with a higher mean of covert workplace aggression score than that of overt workplace aggression. Organizational justice perceptions were at medium level, with a higher mean of procedural justice score than that of distributive justice. The simple linear regression analysis showed that organizational justice, explaining 10% of the variance, was a significant predictor of teachers’ workplace aggression behaviors. However, in the multiple linear regression it was observed that procedural justice, explaining 10% of the variance, was the only significant predictor of workplace aggression and distributive justice wasn’t a significant predictor of teachers’ workplace aggression. The practical and theoretical implications of the study were discussed.

Anahtar Kelimeler

School, Workplace Aggression, Organizational Justice, Teachers, Regression Analysis

Öğretmenlerin İşyeri Saldırganlığı Davranışları ve Örgütsel Adaletle İlişkisi

Öz

Bu çalışmanın amacı öğretmenlerin işyeri saldırganlığı davranışları ve örgütsel adalet algısı incelemek, örgütsel adaletin işyeri saldırganlığını açıklama düzeyi test etmektir. Nedensel karşılaştırma ve ilişkisel desenlerle şekillenen araştırmanın örneklemini oranlı tabakalı örnekleme yöntemiyle belirlenen ve Kayseri’de görev yapan 408 öğretmen oluşturmuştur. Veriler araştırmacılar tarafından geliştirilen ‘Öğretmenlerin İşyeri Saldırganlığı Ölçeği’ ve Kuru-Çetin (2013) tarafından geliştirilen ‘Örgütsel Adalet Türleri Ölçeği’ ile toplanmıştır. Veri analizlerinde Mann-Whitney U, Kruskal Wallis, t-testi, tek yönlü ANOVA, basit ve çoklu doğrusal regresyon analizleri kullanılmıştır. Sonuçlar öğretmenlerin saldırgan davranışları nadiren gözlediklerini, gizli saldırganlığın ise açık saldırganlıktan daha fazla gözlendiğini göstermiştir. Örgütsel adalet algısı orta düzeydedir ancak süreç adaletine dair algı dağıtım adaletine göre daha yüksektir. Basit doğrusal regresyon analizi, saldırganlık puanlarındaki varyasyonun %10’unu açıklayan örgütsel adaletin işyeri saldırganlığının anlamlı bir yordayıcısı olduğunu göstermiştir. Ancak çoklu doğrusal regresyon analizindedağıtım adaletinin bu yordama düzeyine anlamlı katkısı olmadığı, asıl yordayıcının süreç adaleti olduğu görülmüştür. Çalışmanın bulgularının uygulamada ve teorideki sonuçları tartışılmıştır.

Anahtar Kelimeler

Okul, İşyeri saldırganlığı, Örgütsel adalet, Öğretmenler, Regresyon Analizi

Kaynakça

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