Evaluation of the Effect of Educational Bureaucracy on School Administration: A Blunting School Climate for Teachers

Abstract

This study aims to determine the relationship between School Climate, Organizational Commitment and Educational Bureaucracy (coercive & enabling) to examine it according to some variables. In the study, relational survey model, which is one of the quantitative research methods, was used. The data were collected from a total of 280 teachers working in public primary and secondary schools in Gebze during the 2022-2023 academic year. Statistical analysis of the data was carried out with SPSS 26.0. ANOVA and t-tests were applied to the items to test the effect of dependent variables. Kolmogorov-Smirnov test statistics were applied and it was found that the answers given by the participants showed homogeneous distribution (p>0.05). Skewness and Kurtosis values were evaluated to obtain normal distribution values. Based on the results, it was concluded that there is a negative, low and significant relationship between School Climate, Organizational Commitment and Coercive Bureaucracy. It was seen that there is a positive, moderate and significant relationship between School Climate, Organizational Commitment and Enabling Bureaucracy. In addition, significant differences were found between the answers given to the scale items according to teachers' gender, age, institution and field.

Keywords

• school climate
• organizational commitment
• educational bureaucracy
• teachers' views

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