Uzaktan Çalışma Modeli ile Örgütsel İletişim Doyumunun İlişkisi: Öğretmenler Üzerine Bir Araştırma

Sinan Gürcüoğlu; Özlem Duğan; Barış Koç

doi:10.9779/pauefd.1326175

TR EN

Uzaktan Çalışma Modeli ile Örgütsel İletişim Doyumunun İlişkisi: Öğretmenler Üzerine Bir Araştırma

Öz

Örgütlerin çalışanlarla ne şekilde iletişim kurduğu örgüt ile ilgili algıların oluşmasında önemli rol oynamaktadır. Çalışanların örgütsel bağlılıklarının artması, örgütteki iletişim doyumunu ne düzeyde sağladıkları ile ilgili olmakla birlikte, çeşitli faktörlerin çalışanların örgütsel iletişim doyumunu etkilediği bilinmektedir. Özellikle Covid-19 pandemi sürecinde uzaktan çalışma modelinin örgütlerde uygulanmasında artış yaşanmıştır. Eğitim örgütlerinde yoğun olarak uygulanan uzaktan çalışma modelinin örgütler için avantaj ve dezavantajları sıklıkla tartışılmaktadır. Bu çalışmada uzaktan çalışma modeli ile örgütsel iletişim doyumunun ilişkisi ortaya konulmaktadır. Çalışma kapsamında Millî Eğitim Bakanlığı’na bağlı resmi okullarda görev yapan öğretmenlere internet üzerinden bir anket uygulanmıştır. 290 öğretmenin katılımı ile gerçekleştirilen çalışma sonucunda elde edilen veriler, SPSS 23 programı ile analiz edilmiştir. Çalışmada, katılımcıların %56.9’unun uzaktan çalışma sırasında okul ile bağlarının azalmadığı, %86.9’unun normal çalışma düzenine göre çalışmayı engelleyici zorluklarla karşılaşmadıkları ve %63.5’inin ise iletişimle ilgili sorun yaşamadığı bulgulanmıştır. Katılımcıların uzaktan çalışma ile ilgili olarak; gerek normal çalışma düzenine göre sorunsuz iletişim kurabilmeleri, gerek okul ile bağlarının azalmaması ve gerekse karşılaştıkları zorlukların artmaması durumları ile iletişim doyumu düzeyleri arasında zayıf - orta kuvvette ve pozitif yönlü anlamlı ilişki bulunduğu anlaşılmıştır. Araştırmada erkeklerin kadınlara göre çeşitli boyutlarda ve ölçek ortalamasında iletişim doyumu düzeylerinin daha yüksek olduğu görülmüştür.

Anahtar Kelimeler

iletişim, örgütsel iletişim, iletişim doyumu, uzaktan çalışma

The Relationship between Remote Working Model and Organizational Communication Satisfaction: A Study on Teachers

Öz

How organizations communicate with their employees plays an important role in the formation of perceptions about the organization. It is known that various factors affect the organizational communication satisfaction of employees. Especially during the Covid-19 pandemic process, there has been an increase in the application of the remote working model in organizations. The advantages and disadvantages of the remote working model which is intensively applied in educational organizations, are frequently discussed for organizations. In this study, the relationship between the remote working model and organizational communication satisfaction is revealed. Within the scope of the study, a questionnaire was applied over the internet to teachers working in public schools affiliated to the Ministry of National Education. It was found that there was a weak–medium strength and positive significant relationship between the participants' communication satisfaction levels, and the fact that they could communicate smoothly compared to the normal working order that their ties with the school did not decrease and that the difficulties they faced did not increase. In the study, it was observed that males had higher levels of communication satisfaction than females in various dimensions and scale averages.

Anahtar Kelimeler

Communication, organizational communication, communication satisfaction, Distance study

Kaynakça

Akca, M., & Tepe Küçükoğlu, M. (2020). Covid-19 and its effects on working life: working from home. Journal of International Management, Educational and Economics Perspectives, 8(1), 71-81. https://dergipark.org.tr/en/pub/jimeep/issue/55110/747985
Aşkan, T. (2022). Investigation of primary school teachers' attitudes and motivations towards distance education in the pandemic process [Master's thesis, Necmettin Erbakan University].
Almpanis, T., & Joseph-Richard, P. (2022). Lecturing from home: Exploring academics experiences of remote teaching during a pandemic. International Journal of Educational Research Open, 3, 1-9. https://doi.org/10.1016/j.ijedro.2022.100133
Aktay, E., Acar, H., Barut, Y., & İzmir, M. (2023). The problems and solution suggestions of school administrators as instructional leaders in school management during the Covid-19 pandemic process. National Journal of Education, 3(1), 146-157. https://uleder.com/index.php/uleder/article/view/171/82
Aral, N., & Kadan, G. (2021). Investigation of the problems experienced by preschool teachers during the pandemic process. Kırşehir Ahi Evran University Journal of Institute of Health Sciences, 1(2), 99-114. https://dergipark.org.tr/tr/pub/ahievransaglik/issue/64371/906874
Ay, F., & Aksu, T. (2023). Examining teachers job satisfaction and burnout levels during the covid-19 pandemic. E-International Journal of Educational Research, 14(2), 365-383. https://doi.org/10.19160/e-ijer.1246566
Aydın, B., Çulha, Ş., & Çırak, S. (2022). Evaluation of burnout levels of mathematics teachers in distance education process according to demographic and professional characteristics. Journal of National Education, 51(235), 2581-2604. https://doi.org/10.37669/milliegitim.911154
Ballı, F.E., & Önen, Ö. (2019). Opinions of school principals, teachers and support staff on organizational communication climate in schools. International Journal of Social Research (OPUS), 14(20), 514-550. https://doi.org/10.26466/opus.602779
Bayindir, N. (2021). Motivation factor in online teaching times. Gaziantep University Journal of Educational Sciences, 5(2), 291-303. https://dergipark.org.tr/tr/pub/guebd/issue/67489/960254
Biber, Ö., & Karatepe Gürün, S. (2023). Evaluation of the positive and negative consequences of the remote working model with the Covid-19 pandemic. Istanbul Arel University Institute of Graduate Education Journal of Interdisciplinary Innovation Research, 3(1), 41-47. https://doi.org/10.56723/dyad.1202813

Bitmiş, G.M., Güney, S., & Demirel, H. (2014). The role of organizational commitment and job satisfaction in the relationship between communication satisfaction and productivity: a multi-mediated model test. Journal of H.Ü. Faculty of Economics and Administrative Sciences, 32(2), 57-74. https://doi.org/10.17065/huiibf.88663
Eskiyörük, D. (2015). Organizational communication. Cinius Publications.
Estrella, F. (2022). Ecuadorian university English teachers' reflections on emergency remote teaching during the covid-19 pandemic. International Journal of Educational Research Open, 3, 1-10. https://doi.org/10.1016/j.ijedro.2022.100141
Gizir, S., & Köksal, E. K. (2014). Investigation of primary school teachers' communication satisfaction. Journal of Inonu University Faculty of Education, 15(2), 89-108. https://dergipark.org.tr/en/download/article-file/92384
Gülnar, B. (2009). The relationship between communication satisfaction dimensions and organizational structure: The Case of Selçuk University Academicians. Journal of Selcuk Communication, 5(4), 62-82. https://dergipark.org.tr/en/pub/josc/issue/19018/200668
Güllüoğlu, Ö. (2012). Organizational communication, communication satisfaction and institutional commitment. Education Publishing House.
Güzel, F., & Güzel Evecen H. (2022). The effect of school administrators' distributive leadership behaviors on teachers' motivation during the pandemic process. Journal of School Management, 1(1), 19-32. https://dergipark.org.tr/en/pub/saj/issue/73461/1206945
Kabakçı Günay, E., & Özer Torgalöz, A. (2020). Transformation in remote working and employment in Turkey in the Covid-19 process, 3rd International Congress of Academic Research (ICAR), 404-412.
Hajar, A., & Manan, S.A. (2021). Emergency remote English language teaching and learning: Voices of primary school students and teachers in Kazakhstan. Review of Education, 10, e3358. https://doi.org/10.1002/rev3.3358
Hallin, H. (2020). Home-Based Telework Dur, Ng The Covid-19 Pandemic, Master Program In Work Life Science.
Horspool, A., & Lange, C. (2012). Applying the scholarship of teaching and learning: Student perceptions, behaviours and success online and face-to-face. Assessment and Evaluation in Higher Education, 37(1), 73-88. http://dx.doi.org/10.1080/02602938.2010.496532
Kalaycı, Ş. (2006). SPSS applied multivariate statistical techniques. Asil Publication Distribution.
Kandemir, A., & Sezgin Nartgün, Ş. (2022). Distance education fatigue of teachers. Black SeaJournal of Social Sciences, 14(26), 424-449. https://doi.org/10.38155/ksbd.1074213
Karatepe, F., Küçükgençay, N., & Peker, B. (2020). How do pre-service teachers view synchronous distance education? A survey study. International Research Journal of Social and Human Sciences, 7(53), 1262-1274. http://dx.doi.org/10.26450/jshsr.1868
Karadeniz, G., & Zabcı, N. (2020). The relationship between working conditions and perceived stress and psychological well-being of distance education teachers during the pandemic period. MSGSU Journal of Social Sciences, 2(22),301-314. https://dergipark.org.tr/tr/pub/msgsusbd/issue/69526/1107299
Kaymaz, A. (2021). Teachers' views on the changing workload and its effects in the distance education process. International Journal of Leadership Education (ULED), 1(1), 71-85. https://dergipark.org.tr/tr/pub/ijolt/issue/61199/929877
Koç, B., & Duğan, Ö. (2020). A research on the relationship between organizational communication satisfaction and organizational commitment. Journal of Academic Social Research, 103, 108-127. http://dx.doi.org/10.29228/ASOS.42115
Koşar, D., & Battal, B. (2021). Psychological Difficulties Created by Covid-19 Period Emergency Distance Education Activities in Teachers. Nevşehir Hacı Bektaş Veli University SBE Journal, 11(3), 1366-1384. https://doi.org/10.30783/nevsosbilen.988780
Küçüker, E., & Dernek Uzun, İ. (2022). Human relations problems encountered by secondary school teachers during emergency distance education process. E- Kafkas Journal of Educational Research, 9, 1149-1170. https://doi.org/10.30900/kafkasegt.1096476
Iacolino, C. Cervellione, B. Isgrò, R. Lombardo, E.M.C. Ferracane, G. Barattucci, M., & Ramaci, T. (2023). The role of emotional intelligence and metacognition in Teachers' stress during pandemic remote working: A moderated mediation model. European Journal of Investigation in Health, Health Psychology and Education, 13, 81-95. https://doi.org/10.3390/ejihpe13010006
Manuti, A., Giancaspro, M.L., Gemmano, C.G., & Morrelli, F. (2022). Coping with the unexpected: A job demands/resources study exploring Italian teachers' remote working experience during the covid-19 lockdown. Teaching and Teacher Education: Leadership and Professional Development, 1, 1-10. https://doi.org/10.1016/j.tatelp.2022.100010
Marangoz, M.C., Elçiçek, M., & Pesen, A. (2022). An investigation on teachers' attitudes towards distance education, psychological resilience and life satisfaction levels. EKEV Academy Journal, 89, 101-120. https://dergipark.org.tr/tr/pub/sosekev/issue/71371/1147637
Mustajab, D , Bauw, A , Irawan, A , Rasyid, A , Aldri Akbar, M., & Amin Hamid, M. (2020). Covid-19 Pandemic: What Are The Challenges And Opportunities For E- Leadership?. Fiscaoeconomia, 4(2), 483-497. https://doi.org/10.25295/fsecon.2020.02.011
Ní Fhloinn, E., & Fitzmaurice, O. (2021). Challenges and opportunities: Experiences of mathematics lecturers engaged in emergency remote teaching during the Covid-19 pandemic. Mathematics, 9(18), 2303. https://doi.org/10.3390/math9182303
Özbolat, G., & Şehitoğlu, Y. (2018). The relationship between employee voice and communication satisfaction: a research in the banking sector. Journal of Yıldız Institute of Social Sciences, 2(2), 35-49. https://dergipark.org.tr/tr/pub/ysbed/issue/40058/430688
Öztürkoğlu, Y. (2013). Flexible working models in all aspects. Beykoz Academy Journal, 1(1), 109-129. https://dergipark.org.tr/tr/pub/beykozad/issue/52169/682354
Panadero, E., Fraile J., Pinedo, L., Rodríguez-Hernández C, Balerdi, E., & Díez, F. (2022). Teachers' Well-Being, emotions, and motivation during emergency remote teaching due to Covid-19. Frontiers in Psychology, 13, 826828. https://doi.org/10.3389/fpsyg.2022.826828
Taşlıyan, M., & Hırlak, B. (2014). Investigating the relationship between organizational communication effectiveness and job satisfaction, organizational commitment and organizational citizenship behavior: a field study for academic organizations. Journal of Economics and Management Research, 3(2), 7-36. https://dergipark.org.tr/tr/pub/eyad/issue/57420/813870
Taşçı, D., & Eroğlu, E. (2008). The effect of managers' feedback skills on the formation of corporate communication quality. Journal of Selcuk Communication, 5(2), 26-34. https://dergipark.org.tr/tr/pub/josc/issue/19016/200700
Türkan, F. (2022). Investigation of teachers' organizational commitment in distance education process: Üsküdar case. Specialization Project. Fatih Sultan Mehmet Vakif University Institute of Postgraduate Education. (1-33).
Seabra, F. Teixeira, A. Abelha, M., & Aires, L. (2021). Emergency remote teaching and learning in Portugal: Preschool to secondary school teachers' perceptions. Education Sciences, 11(7), 349. https://doi.org/10.3390/educsci11070349
Simsek, E. (2011). The effects of organizational communication and personality traits on life satisfaction. [Unpublished doctoral thesis, Anadolu University].
Soysal, A., Öke, P., Yağar, F., & Tunç, M. (2017). Examination of organizational communication and job satisfaction levels: a private hospital example. Journal of Selçuk University Institute of Social Sciences, 37, 243-253. https://dergipark.org.tr/tr/pub/susbed/issue/61817/924902
Şahin, M. (2021). Problems experienced by teachers in the distance education process. Journal of History School, 52, 1734-1757. http://dx.doi.org/10.29228/Joh.50089
Şener, E., Çetinkaya, F.F., Yüksel, A.N., & Akkoca, Y. (2018). Communication satisfaction as an antecedent of positive vocalization behavior. Afyon Kocatepe University Journal of Social Sciences, 20(2), 165-175. https://doi.org/10.32709/akusosbil.415920
Şener Pars, M., & Cemaloğlu, N. (2022). Motivation levels of teachers who provide distance education during the Covid-19 pandemic process due to their relationships with school administrators. Amasya University Journal of Faculty of Education, 111), 21-37. https://dergipark.org.tr/tr/pub/amauefd/issue/70418/10216
Şeker, S., Kankanat, Ö., & Elmalı, E.N. (2022). Classroom teachers' views on classroom management and communication in distance education during the pandemic process. West Anatolian Journal of Educational Sciences, 13(1), 618- 645. https://doi.org/10.51460/baebd.972194
International Labor Organization (2020). Remote working implementation guide during and after Covid-19, https://www.ilo.org/media/398581/download
Ural, A., & Canpolat, S. (2021). The effect of Covid-19 pandemic on teacher alienation. Journal of Education Science Society, 19(76), 78-104.
Uzun, T, Ayık, A., & Özdem, G. (2019). The relationship between organizational communication in schools and teachers' work motivation. National Education Academy Journal (UEAD), 3(1), 26-40. https://doi.org/10.32960/uead.502996
Ünal, I., & Dulay, S. (2022). Teachers' work-life balance in emergency remote teaching during the covid-19 pandemic. Asian Journal of Distance Education, 17(2), 89- 108. https://doi.org/10.5281/zenodo.7065077
Yıldızbaş, Y. V., Özkul, R., Doğan, Ü., & Abdurrezak S. (2021). Examining teachers' readiness for organizational change and organizational opposition perception levels in distance education process. Journal of Inonu University Faculty of Education, 22(2), 1641-1668. https://doi.org/10.17679/inuefd.963222
Yurteri, İ.S., & Demir, M.K. (2022). Evaluation of the professional burnout status of classroom teachers in the distance education process. International Journal of Science and Education, 5(2), 90-112.

Ayrıntılar

Birincil Dil

Türkçe

Konular

Eğitim Üzerine Çalışmalar (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

Sinan Gürcüoğlu ^*
0000-0003-1000-4761
Türkiye

Özlem Duğan
0000-0001-9028-7989
Türkiye

Barış Koç
0000-0003-0771-8376
Türkiye

Erken Görünüm Tarihi

13 Ağustos 2024

Yayımlanma Tarihi

23 Eylül 2024

Gönderilme Tarihi

12 Temmuz 2023

Kabul Tarihi

19 Temmuz 2024

Yayımlandığı Sayı

Yıl 2024 Sayı: 62

DOI

https://doi.org/10.9779/pauefd.1326175

IZ

https://izlik.org/JA34UA75PZ

APA

Gürcüoğlu, S., Duğan, Ö., & Koç, B. (2024). Uzaktan Çalışma Modeli ile Örgütsel İletişim Doyumunun İlişkisi: Öğretmenler Üzerine Bir Araştırma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 62, 161-178. https://doi.org/10.9779/pauefd.1326175

AMA

1.Gürcüoğlu S, Duğan Ö, Koç B. Uzaktan Çalışma Modeli ile Örgütsel İletişim Doyumunun İlişkisi: Öğretmenler Üzerine Bir Araştırma. PAÜEFD. 2024;(62):161-178. doi:10.9779/pauefd.1326175

Chicago

Gürcüoğlu, Sinan, Özlem Duğan, ve Barış Koç. 2024. “Uzaktan Çalışma Modeli ile Örgütsel İletişim Doyumunun İlişkisi: Öğretmenler Üzerine Bir Araştırma”. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, sy 62: 161-78. https://doi.org/10.9779/pauefd.1326175.

EndNote

Gürcüoğlu S, Duğan Ö, Koç B (01 Eylül 2024) Uzaktan Çalışma Modeli ile Örgütsel İletişim Doyumunun İlişkisi: Öğretmenler Üzerine Bir Araştırma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi 62 161–178.

IEEE

[1]S. Gürcüoğlu, Ö. Duğan, ve B. Koç, “Uzaktan Çalışma Modeli ile Örgütsel İletişim Doyumunun İlişkisi: Öğretmenler Üzerine Bir Araştırma”, PAÜEFD, sy 62, ss. 161–178, Eyl. 2024, doi: 10.9779/pauefd.1326175.

ISNAD

Gürcüoğlu, Sinan - Duğan, Özlem - Koç, Barış. “Uzaktan Çalışma Modeli ile Örgütsel İletişim Doyumunun İlişkisi: Öğretmenler Üzerine Bir Araştırma”. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi. 62 (01 Eylül 2024): 161-178. https://doi.org/10.9779/pauefd.1326175.

JAMA

1.Gürcüoğlu S, Duğan Ö, Koç B. Uzaktan Çalışma Modeli ile Örgütsel İletişim Doyumunun İlişkisi: Öğretmenler Üzerine Bir Araştırma. PAÜEFD. 2024;:161–178.

MLA

Gürcüoğlu, Sinan, vd. “Uzaktan Çalışma Modeli ile Örgütsel İletişim Doyumunun İlişkisi: Öğretmenler Üzerine Bir Araştırma”. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, sy 62, Eylül 2024, ss. 161-78, doi:10.9779/pauefd.1326175.

Vancouver

1.Sinan Gürcüoğlu, Özlem Duğan, Barış Koç. Uzaktan Çalışma Modeli ile Örgütsel İletişim Doyumunun İlişkisi: Öğretmenler Üzerine Bir Araştırma. PAÜEFD. 01 Eylül 2024;(62):161-78. doi:10.9779/pauefd.1326175

27767 https://creativecommons.org/licenses/by-nc-nd/4.0/

Uzaktan Çalışma Modeli ile Örgütsel İletişim Doyumunun İlişkisi: Öğretmenler Üzerine Bir Araştırma

Öz

Anahtar Kelimeler

The Relationship between Remote Working Model and Organizational Communication Satisfaction: A Study on Teachers

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Erken Görünüm Tarihi

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster