Araştırma Makalesi
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Duygusal Bağlılık, Örgüt Kaynaklı Öz Saygı, Örgütsel Adalet ve Destek Arasındaki İlişkilerin İncelenmesi

Yıl 2022, Cilt: 23 Sayı: 2, 345 - 364, 01.06.2022
https://doi.org/10.21565/ozelegitimdergisi.771552

Öz

Giriş: Çalışanlar üzerinde önemli etkileri olan örgütsel davranışlar görme yetersizliği olan öğretmenler bakımından daha hassas bir durum oluşturmaktadır. Bu çalışmada, ilköğretim ve ortaöğretim kurumlarında görevli görme yetersizliği olan öğretmenlerin görüşlerine göre örgütsel adalet, duygusal bağlılık, örgüt kaynaklı öz saygı ve algılanan örgütsel destek arasındaki ilişkiler incelenmesi amaçlanmaktadır.
Yöntem: Örneklemi 2018-2019 eğitim-öğretim yılında ilköğretim ve ortaöğretim kurumlarında görevli 154 görme yetersizliği olan öğretmenden oluşmaktadır. Çalışmada, ilişkisel tarama yöntemi kullanılmış ve veriler nicel teknikler aracılığıyla çözümlenmiştir. “Duygusal Bağlılık Ölçeği, Örgütsel Destek Ölçeği, Örgütsel Adalet Algısı Ölçeği, Örgüt Kaynaklı Öz saygı Ölçeği” veri toplama aracı olarak kullanılmıştır. Veri analizinde aritmetik ortalama, standart sapma ve parametrik testler uygulanmıştır.
Bulgular: Bulgular, öğretmenlerin örgütsel destek algı düzeylerinin erkek öğretmenler ve evli öğretmenler lehine farklılaştığını göstermiştir. Ayrıca öğretmenlerin örgüt kaynaklı özsaygı algı düzeylerinin de erkek öğretmenler lehine farklılaştığını göstermiştir. Örgütsel adalet algısı ile örgüt kaynaklı öz saygı arasında, örgütsel adalet algıları ile algılanan örgütsel destek arasında ve duygusal bağlılık ile örgüt kaynaklı öz saygı arasında anlamlı ilişki olduğu görülmüştür. Sonuç olarak; örgüt kaynaklı öz saygı, örgütsel adalet algısı ve duygusal örgütsel bağlılığın, örgütsel destek algısının anlamlı yordayıcıları olduğu saptanmıştır.
Tartışma: İlköğretim ve ortaöğretim kurumlarında görevli görme yetersizliği olan öğretmenlerin okullarına olan duygusal bağlılıklarının orta düzeyde olduğu görülmüştür. Görme yetersizliği olmayan öğretmenlerle yapılan çalışmalar da benzer sonuçlar çıkması, görme yetersizliğinin öğretmenlerde duygusal bağlılığı etkilemediğini göstermektedir. Alanyazın incelendiğinde okul yöneticilerinin görme yetersizliği olan öğretmenle çalışmaya çok istekli olmamalarına karşın öğretmenlerine destek verdikleri anlaşılmaktadır. Okullarda örgütsel adaletin sağlanması durumunda örgütsel desteğin ve örgüt kaynaklı özsaygının arttığı bu çalışma ile bir kez daha görülmektedir.

Teşekkür

Araştırmanın ortaya çıkarılması aşamasında destek olan Mitat Enç Görme Engelliler Okulu öğretmenlerine teşekkür ederim.

Kaynakça

  • Akalın, Ç. (2006). Perceived organizational support in the formation of affective commitment and organization-based self-esteem as an intermediary variable. Unpublished master’s thesis. Hacettepe University, Institute of Social Sciences, Ankara, Turkey.
  • Akın, M. (2008). The effects of organızatıonal support, socıal support and work/famıly conflıcts on lıfe satısfactıon. Erciyes University Journal of the Institute of Social Sciences, 25(2), 141-170.
  • Allen, N. J ve Meyer, J. P. (1990). The measurement and antecedents of affective, continuance and normative commitment to the organization. Journal of Ocupational Psychology, 63(24), 1- 18.
  • Aqeel, M., ve Ahmed, S. (2014). Relationship between organizational support and job performance. European Academic Research, 1(11), 4878-4885.
  • Armeli, S., Eisenberger, R., Fasolo, P., ve Lynch, P. (1998). Perceived organizational support and police performance: The moderating influence of socioaffective needs. Journal of Applied Psychology, 83, 288-297.
  • Arshadi, N. ve Hayavi, G. (2013). The effect of perceived organizational support on affective commitment and job performance: mediating role of OBSE. Social and Behavioral Sciences, 84, 739 – 743.
  • Aselage, J., ve Eisenberger, R. 2003. Perceived organizational support and psychological contracts: A theoretical integration. Journal of Organizational Behavior, 24, 491-509.
  • Beheshtifar, M., ve Herat, B. H. (2013). To promote employees commitment via perceived organizational support. International Journal of Academic Research in business and Social Sciences, 13(1).
  • Brandsborg K, Vik A.K., Andersen K.J.(2001). Hand over hand. A blind teacher of the visually impaired at work with a blind child. British Journal of Visual Impairment. 19(3), 98-105
  • Büyüköztürk, Ş. (2007), Sosyal bilimler için veri analizi el kitabı, Ankara: Pegem A Yayıncılık.
  • Carson K. D, Carson P. P, Lanford H, Roe C. W (1997). The effects of organization-based self-esteem on workplace outcomes: an examination of emergency medical technicians. Pub. Pers. Manage, 26(1), 139-155. https://doi.org/10.1177/009102609702600111
  • Cesur, A. ve Erol, E. (2020). Okul yönetiminde kayırmacılık ve örgütsel adalet arasındaki ilişki: Afyonkarahisar ili örneği. OPUS– Uluslararası Toplum Araştırmaları Dergisi, 15(25), 3467-3496. DOI: 10.26466/opus.633508
  • Çetin, F., Hazır, K. ve Basım, N. (2013) The interaction between supportive organizational culture and psychological capital: The mediating role of locus of control. Hacettepe University Journal of Economics and Administrative Sciences, 31(1), 31-52.
  • Çetin, M.Ö. (2004). Organizational Citizenship Behavior. Ankara: Nobel Yayın Dağıtım.
  • Chan, S. C., Huang, X., Snape, E., ve Lam, C. K. (2013). The Janus face of paternalistic leaders: Authoritarianism, benevolence, subordinates’ organization based self-esteem, and performance. Journal of Organizational Behavior, 34(1), 108-128.
  • Çiğdemoğlu, S. (2006). An examination of peer pressure, self-esteem and personality among 9th year students of different type high schools. Unpublished Master's Thesis, Ankara University, Ankara.
  • Cohen Charash, Y. ve Spector, P. E. (2001). The role of justice in organizations: A meta- analysis. Organizational Behavior and Human Decision Processes, 86(2), 278-321.
  • Demirtaş H., Özer, N., Demirbilek, N. ve Balı, O, (2017). Relationship between the perceived principal support, trust in principal and organizational commitment. International Online Journal of Educational Sciences, 9(4), 1075 -1092. https://doi.org/10.15345/iojes.2017.04.013
  • Derinbay, D. (2011). The perceived organizational support level of primary sshool teachers. Unpublished Master's Thesis, Pamukkale University, Denizli.
  • Dünya Sağlık Örgütü (2018). https://www.tuseb.gov.tr/enstitu/tacese/yuklemeler/istatistik/9789241565585_eng.pdf. Erişim Tarihi: 21.09.2019
  • Dyne L. V, Graham J. W, Dienesch R. M. (1994). Organizational citizenship behavior: construct redefinition, measurement, and validation. Acad. Manage. J., 37(4), 765-802 .
  • EGED: Visual Disability Association. http://eged.org/gorme-engelli-ogretmen-anketi-sonucu.pdf
  • Eisenberger, R., Cummings, J., Armeli, S. ve Lynch, P. (1997). Perceived organizational support, discretionary treatment, and job satisfaction. Journal of Applied Psychology, 82(5), 812-820. http://dx.doi.org/10.1037/0021-9010.82.5.812
  • Eisenberger, R., Huntington R., Hutchison S. ve Sowa, D. (1986). Perceived organizational support. Journal of Applied Psychology, 7, 500–507. http://dx.doi.org/10.1037/0021-9010.71.3.500
  • Erden,N.S.(2011). Mediating effects of organization based self esteem on the relationship between organizational justice and organizational commitment. Unpublished Master's Thesis, Marmara University, İstanbul.
  • Erkol, H . (2015). The investigation of high school teachers’ perceived organizational support levels according to their personal traits. AJELI - Anatolian Journal of Educational Leadership and Instruction, 3(1), 1-17.
  • Ferri, B. A., Keefe, C. A., & Gregg, N. 2001. Teachers with learning disabilities: A view from both sides of the desk. Journal of Learning Disabilities, 34: 22-32.
  • Ganster, D. C., ve Shaubroeck, J. (1991). Role stress and worker health: An extension of the plasticity hypothesis of self-esteem. Journal of Social Behavior ve Personality, 6(7), 349-360.
  • Gilbride, D. D., Stensrud, R., Ehlers, C., Evans, E. ve Peterson, C.(2000). Employers' attitudes toward hiring persons withdisabilities and vocational rehabilitation services, Journal of Rehabilitation, 66(4), 17-23.
  • Gören T., Yengin Sarpkaya P.(2014)., The level of organizational commitment of the teachers in primary schools in Aydın. Journal of Educational Sciences,40, 69-87
  • Greenberg, J. (1990). Looking fair being fair: managing ımpressions of organizational justice. Research in Organizational Behavior, 12, 57-111.
  • Gül, H. (2003). The behavioural commitment approach and evaluation. Management and Economics,10(1) 73-83.
  • Güneş, A.M. ( 2011). The relationship between transformational leadership and organizational justice (The example of Ağrı. Unpublished Master's Thesis, Gazi University, Ankara
  • Gürbüz, S. (2006). A research on identifying the relationships between organizational citizenship behavior and affective commitment. International Journal of Economic and Social Research, 3(1),48-75.
  • Hazen, M. (2012). Is classroom management possible for disabled teachers, with or without accommodation?Retrieved from http://digitalcommons.buffalostate.edu/multistudies_theses/4
  • Hoy, W. K. ve Tarter, C. J. (2004). Organizational justice in schools: no justice without trust. International Journal of Educational Management.18 (4 ), 250–259
  • Hui, C., ve Lee, C. (2000). Moderating effects of organization-based self-esteem on organizational uncertainty: Employee response relationships. Journal of Management, 26(2), 215-232.
  • İyigün, N. Ö. (2012). Organizational justice: a theoritical approach. İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi, 11(21), 49-64.
  • Jeon, J-H. (2009). The impact of organizational justice and job security on organizational commitment exploring the mediating effect of trust in top management. Unpublished doktoral dissertation, The University of Minnesota, US.
  • Kalağan, G. (2009). The relationship between researh assistants? perceived organizational support and organizational cynicism. Unpublished Master's Thesis, Mediterian University, Antalya.
  • Kaneshiro, P. (2008). Analyzing the organizational justice,trust and commitmentinal public organization. Unpublished Doctoral Thesis, Northcentral University Graduate Faculty of The department of Business and Technology Management, Arizona.
  • Kaplan, M. ve Öğüt, A. (2012). The analysis of relationship between perceived organizational support and organizational commitment: A case of study in hotel businesses. Süleyman Demirel University The Journal of Faculty of Economics and Administrative Sciences, 17(1), 387-401.
  • Keleş, E. (2015). The organizational predictors of life satisfaction:The mediating role of organization-based self-esteem. Unpublished Master's Thesis, Mersin University, Mersin
  • Korman, A. K. 1970. Toward an hypothesis of work behavior. Journal of Applied Psychology, 54, 31–41
  • Köse, A. (2016). The relationship between work engagement behavior and perceived organizational support and organizational climate. Journal of Education and Practice, 7(27), 42-52.
  • Kuo, B. C. H. (2013). Collectivism and coping: Current theories, evidence, and measurements of collective coping. International Journal of Psychology, 48, 374-388
  • Masterson, S. S, Lewis, K., Goldman, B. M, & Taylor, M. S. 2000. Integrating justice and social exchange: The differing effects of fair procedures and treatment on work relationships. Academy of Management Journal, 43, 738–748.
  • Meyer, J. P. ve Allen N. J., (1991). A Three-component conceptualization of organizational commitment. Human Resource Management Revîew, 1(4), 64-89.
  • Meyer, J. P., Allen, N. J., & Smith, C. A. (1993). Commitment to organizations and occupations: Extension and test of a three-component conceptualization. Journal of Applied Psychology, 78(4), 538-551.
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Investigation of the Relationships between Affective Commitment, Organization-based Self-esteem, Organizational Justice and Organizational Support

Yıl 2022, Cilt: 23 Sayı: 2, 345 - 364, 01.06.2022
https://doi.org/10.21565/ozelegitimdergisi.771552

Öz

Introduction: Organizational behaviors, which have significant effects on employees, are more sensitive in terms of teachers with visual impairment. In this study, we aimed to examine the relationship between organizational justice, affective commitment, organization-based self-esteem and perceived organizational support, according to the views of visually impaired teachers working in elementary and secondary schools.
Method: The sample of the study consisted of 154 visually impaired teachers working in primary and secondary education institutions in the 2018-2019 academic years. In this study, relational screening method was used and the data were analyzed by quantitative techniques. Research data were gathered with the "Organizational Support Scale", "Organizational Justice Perception Scale", “Organization-based Self-esteem Scale” and “Affective Organizational Commitment Scale”. In data analysis, frequency, arithmetic mean, percent and standard deviation and parametric testes were used.
Findings: According to the findings, participants’ organizational support perceptions differed in favor of male teachers and married teachers, and participants' organization-based self-esteem perception levels also differed in favor of male teachers. There were significant relationships between organizational justice perception and organization-based self-esteem, between perceived organizational support and organizational justice perception, and between organization-based self-esteem and affective organizational commitment. As a conclusion, it was found that organization-based self-esteem, organizational justice perception, and affective organizational commitment were significant predictors of perceived organizational support.
Discussion: It has been observed that the affective organizational commitment of visually impaired teachers working in primary and secondary education institutions to their schools is at a moderate level. Similar results were obtained in studies conducted with teachers without visual impairment, shows that visual impairment does not affect affective organizational commitment in teachers. When the literature is examined, it is understood that although school administrators are not very willing to work with teachers with visual impairment, they support their teachers. In this study, it is seen once again that organizational support and organization-based self-esteem increase in case of organizational justice in schools.

Kaynakça

  • Akalın, Ç. (2006). Perceived organizational support in the formation of affective commitment and organization-based self-esteem as an intermediary variable. Unpublished master’s thesis. Hacettepe University, Institute of Social Sciences, Ankara, Turkey.
  • Akın, M. (2008). The effects of organızatıonal support, socıal support and work/famıly conflıcts on lıfe satısfactıon. Erciyes University Journal of the Institute of Social Sciences, 25(2), 141-170.
  • Allen, N. J ve Meyer, J. P. (1990). The measurement and antecedents of affective, continuance and normative commitment to the organization. Journal of Ocupational Psychology, 63(24), 1- 18.
  • Aqeel, M., ve Ahmed, S. (2014). Relationship between organizational support and job performance. European Academic Research, 1(11), 4878-4885.
  • Armeli, S., Eisenberger, R., Fasolo, P., ve Lynch, P. (1998). Perceived organizational support and police performance: The moderating influence of socioaffective needs. Journal of Applied Psychology, 83, 288-297.
  • Arshadi, N. ve Hayavi, G. (2013). The effect of perceived organizational support on affective commitment and job performance: mediating role of OBSE. Social and Behavioral Sciences, 84, 739 – 743.
  • Aselage, J., ve Eisenberger, R. 2003. Perceived organizational support and psychological contracts: A theoretical integration. Journal of Organizational Behavior, 24, 491-509.
  • Beheshtifar, M., ve Herat, B. H. (2013). To promote employees commitment via perceived organizational support. International Journal of Academic Research in business and Social Sciences, 13(1).
  • Brandsborg K, Vik A.K., Andersen K.J.(2001). Hand over hand. A blind teacher of the visually impaired at work with a blind child. British Journal of Visual Impairment. 19(3), 98-105
  • Büyüköztürk, Ş. (2007), Sosyal bilimler için veri analizi el kitabı, Ankara: Pegem A Yayıncılık.
  • Carson K. D, Carson P. P, Lanford H, Roe C. W (1997). The effects of organization-based self-esteem on workplace outcomes: an examination of emergency medical technicians. Pub. Pers. Manage, 26(1), 139-155. https://doi.org/10.1177/009102609702600111
  • Cesur, A. ve Erol, E. (2020). Okul yönetiminde kayırmacılık ve örgütsel adalet arasındaki ilişki: Afyonkarahisar ili örneği. OPUS– Uluslararası Toplum Araştırmaları Dergisi, 15(25), 3467-3496. DOI: 10.26466/opus.633508
  • Çetin, F., Hazır, K. ve Basım, N. (2013) The interaction between supportive organizational culture and psychological capital: The mediating role of locus of control. Hacettepe University Journal of Economics and Administrative Sciences, 31(1), 31-52.
  • Çetin, M.Ö. (2004). Organizational Citizenship Behavior. Ankara: Nobel Yayın Dağıtım.
  • Chan, S. C., Huang, X., Snape, E., ve Lam, C. K. (2013). The Janus face of paternalistic leaders: Authoritarianism, benevolence, subordinates’ organization based self-esteem, and performance. Journal of Organizational Behavior, 34(1), 108-128.
  • Çiğdemoğlu, S. (2006). An examination of peer pressure, self-esteem and personality among 9th year students of different type high schools. Unpublished Master's Thesis, Ankara University, Ankara.
  • Cohen Charash, Y. ve Spector, P. E. (2001). The role of justice in organizations: A meta- analysis. Organizational Behavior and Human Decision Processes, 86(2), 278-321.
  • Demirtaş H., Özer, N., Demirbilek, N. ve Balı, O, (2017). Relationship between the perceived principal support, trust in principal and organizational commitment. International Online Journal of Educational Sciences, 9(4), 1075 -1092. https://doi.org/10.15345/iojes.2017.04.013
  • Derinbay, D. (2011). The perceived organizational support level of primary sshool teachers. Unpublished Master's Thesis, Pamukkale University, Denizli.
  • Dünya Sağlık Örgütü (2018). https://www.tuseb.gov.tr/enstitu/tacese/yuklemeler/istatistik/9789241565585_eng.pdf. Erişim Tarihi: 21.09.2019
  • Dyne L. V, Graham J. W, Dienesch R. M. (1994). Organizational citizenship behavior: construct redefinition, measurement, and validation. Acad. Manage. J., 37(4), 765-802 .
  • EGED: Visual Disability Association. http://eged.org/gorme-engelli-ogretmen-anketi-sonucu.pdf
  • Eisenberger, R., Cummings, J., Armeli, S. ve Lynch, P. (1997). Perceived organizational support, discretionary treatment, and job satisfaction. Journal of Applied Psychology, 82(5), 812-820. http://dx.doi.org/10.1037/0021-9010.82.5.812
  • Eisenberger, R., Huntington R., Hutchison S. ve Sowa, D. (1986). Perceived organizational support. Journal of Applied Psychology, 7, 500–507. http://dx.doi.org/10.1037/0021-9010.71.3.500
  • Erden,N.S.(2011). Mediating effects of organization based self esteem on the relationship between organizational justice and organizational commitment. Unpublished Master's Thesis, Marmara University, İstanbul.
  • Erkol, H . (2015). The investigation of high school teachers’ perceived organizational support levels according to their personal traits. AJELI - Anatolian Journal of Educational Leadership and Instruction, 3(1), 1-17.
  • Ferri, B. A., Keefe, C. A., & Gregg, N. 2001. Teachers with learning disabilities: A view from both sides of the desk. Journal of Learning Disabilities, 34: 22-32.
  • Ganster, D. C., ve Shaubroeck, J. (1991). Role stress and worker health: An extension of the plasticity hypothesis of self-esteem. Journal of Social Behavior ve Personality, 6(7), 349-360.
  • Gilbride, D. D., Stensrud, R., Ehlers, C., Evans, E. ve Peterson, C.(2000). Employers' attitudes toward hiring persons withdisabilities and vocational rehabilitation services, Journal of Rehabilitation, 66(4), 17-23.
  • Gören T., Yengin Sarpkaya P.(2014)., The level of organizational commitment of the teachers in primary schools in Aydın. Journal of Educational Sciences,40, 69-87
  • Greenberg, J. (1990). Looking fair being fair: managing ımpressions of organizational justice. Research in Organizational Behavior, 12, 57-111.
  • Gül, H. (2003). The behavioural commitment approach and evaluation. Management and Economics,10(1) 73-83.
  • Güneş, A.M. ( 2011). The relationship between transformational leadership and organizational justice (The example of Ağrı. Unpublished Master's Thesis, Gazi University, Ankara
  • Gürbüz, S. (2006). A research on identifying the relationships between organizational citizenship behavior and affective commitment. International Journal of Economic and Social Research, 3(1),48-75.
  • Hazen, M. (2012). Is classroom management possible for disabled teachers, with or without accommodation?Retrieved from http://digitalcommons.buffalostate.edu/multistudies_theses/4
  • Hoy, W. K. ve Tarter, C. J. (2004). Organizational justice in schools: no justice without trust. International Journal of Educational Management.18 (4 ), 250–259
  • Hui, C., ve Lee, C. (2000). Moderating effects of organization-based self-esteem on organizational uncertainty: Employee response relationships. Journal of Management, 26(2), 215-232.
  • İyigün, N. Ö. (2012). Organizational justice: a theoritical approach. İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi, 11(21), 49-64.
  • Jeon, J-H. (2009). The impact of organizational justice and job security on organizational commitment exploring the mediating effect of trust in top management. Unpublished doktoral dissertation, The University of Minnesota, US.
  • Kalağan, G. (2009). The relationship between researh assistants? perceived organizational support and organizational cynicism. Unpublished Master's Thesis, Mediterian University, Antalya.
  • Kaneshiro, P. (2008). Analyzing the organizational justice,trust and commitmentinal public organization. Unpublished Doctoral Thesis, Northcentral University Graduate Faculty of The department of Business and Technology Management, Arizona.
  • Kaplan, M. ve Öğüt, A. (2012). The analysis of relationship between perceived organizational support and organizational commitment: A case of study in hotel businesses. Süleyman Demirel University The Journal of Faculty of Economics and Administrative Sciences, 17(1), 387-401.
  • Keleş, E. (2015). The organizational predictors of life satisfaction:The mediating role of organization-based self-esteem. Unpublished Master's Thesis, Mersin University, Mersin
  • Korman, A. K. 1970. Toward an hypothesis of work behavior. Journal of Applied Psychology, 54, 31–41
  • Köse, A. (2016). The relationship between work engagement behavior and perceived organizational support and organizational climate. Journal of Education and Practice, 7(27), 42-52.
  • Kuo, B. C. H. (2013). Collectivism and coping: Current theories, evidence, and measurements of collective coping. International Journal of Psychology, 48, 374-388
  • Masterson, S. S, Lewis, K., Goldman, B. M, & Taylor, M. S. 2000. Integrating justice and social exchange: The differing effects of fair procedures and treatment on work relationships. Academy of Management Journal, 43, 738–748.
  • Meyer, J. P. ve Allen N. J., (1991). A Three-component conceptualization of organizational commitment. Human Resource Management Revîew, 1(4), 64-89.
  • Meyer, J. P., Allen, N. J., & Smith, C. A. (1993). Commitment to organizations and occupations: Extension and test of a three-component conceptualization. Journal of Applied Psychology, 78(4), 538-551.
  • Moorman, R. H., Blakey, G. L. ve Niehoff, B. P. (1998). Does perceived organizational support mediate the relationship between procedural justice and organizational citizenship behavior. The Academy of Management Journal, 41(3), 351- 357
  • Mowday, R. T., Porter, L. W.ve Steers, R. M. (1982). Employee-Organization Linkages. New York: Academic Pres.
  • Nayır, F. (2011). Opinions of primary schools principals about organizational support provided for teachers, relationship between perception of organizational support and level organizational commitment of teachers working at primary schools. Unpublished Doctoral Thesis, Ankara University, Ankara.
  • Nayır, F. (2012). The relationship between perceived organizational support and teachers’ organizational commitment. Eurasian Journal of Educational Research, 48, 97-116
  • Önderoğlu, S. (2010). The relationships between perceptions of organizational justice, work family conflict and perceived organizational support. Unpublished Master's Thesis, Ankara University, Ankara
  • Payne, H. J. (2007). The role of organization-based self-esteem in employee dissent expression. Communication Research Reports, 24(3), 235-240.
  • Pierce, J. L., Gardner, D. G., Cummings, L. L., ve Dunham, R. B. (1989). Organization-based self-esteem: Construct definition, measurement, and validation. Academy of Management Journal, 32(3), 622-648.
  • Pierce, J. L., ve Gardner, D. G. (2004). Self-esteem within the work and organizational context: A review of the organization-based self-esteem literature. Journal of Management, 30(5), 591-622.
  • Polat, Ş. (2017). Görme yetersizliği olan ve olmayan öğretmenlerin örgütsel destek ve örgütsel adalet algıları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(3), 511-530. doi: 10.21565/ozelegitimdergisi.357697
  • Restad, R. O. (1972). A survey of attitudes held by school administrators toward blind teacher applicants. A Thesis Presented to the Graduate Faculty Moorhead State College.
  • Revathi, M. ve Naomi, G. V. (2016). Administrators attitude towards visually impaired teachers. International Education ve Research Journal, 2(4), 94-95.
  • Rhoades, L., ve Eisenberger, R. (2002). Perceived organizational support: A review of the literature. Journal of Applied Psychology, 87(4), 698-714. 10.1037//0021-9010.87.4.698
  • Sivribaşkara S (2002). Investigation of self-esteem in terms of some variables. Unpublished Master's Thesis, Ankara University, Ankara
  • Songür, N., Basım, H. N. ve Şeşen, H. (2008). Örgütsel vatandaşlık davranışında adalet algısının öncüllük rolü. Amme İdaresi Dergisi, 41(4), 79-100.
  • SPP (State Personnel Presıdency). (2017). Engelli Personel İstatistikleri. http://www.dpb.gov.tr/tr-tr/istatistikler/engelli-personel-ve-omss-istatistikleri.(ErişimTarihi:22.11.2019)
  • Türk Dil Kurumu Güncel Türkçe Sözlük. https://sozluk.gov.tr/ Erişim tarihi: 20.09.2019
  • Valle, J., Solis, S., Volpitta, D., ve Connor, D. (2004). The disability closet: Teachers with learning disabilities evaluate the risks and benefits of “coming out.” Equity ve Excellence in Education, 37, 4–17. 10.1080/10665680490422070
  • Vogel, S., Murray, C., Wren, C., ve Adelman, P. (2007). An exploratory analysis of employment related experiences of educators with learning disabilities. Educational Considerations, 37, 15–20.
  • Yıldırım, F. (2002). Relationship between Organizational Commitment and Organizational Justice in Working Life. Unpublished Doctoral Thesis, Ankara University, Ankara
  • Yüner, B. (2018). Örgüt temelli öz saygı ve örgütsel duygusal bağlılığa ilişkin öğretmen görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(4), 777-799. doi: 10.21565/ozelegitimdergisi.396246
Toplam 69 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Şule Polat 0000-0001-5469-5758

Yayımlanma Tarihi 1 Haziran 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 23 Sayı: 2

Kaynak Göster

APA Polat, Ş. (2022). Duygusal Bağlılık, Örgüt Kaynaklı Öz Saygı, Örgütsel Adalet ve Destek Arasındaki İlişkilerin İncelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(2), 345-364. https://doi.org/10.21565/ozelegitimdergisi.771552




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