Predicting Teacher Organizational Silence: The Predictive Effects of Locus of Control, Self-confidence, and Perceived Organizational Support

Yıl 2022, Cilt: 7 Sayı: 1, 39 - 79, 31.03.2022

Hatice Turan Dallı Ferudun Sezgin

https://doi.org/10.30828/real.931632

Öz

The purpose of the study is to examine the relationship between locus of control, self-confidence, perceived organizational support and organizational silence of teachers working in Anatolian high schools. The research is a study of relational survey model and it aims to determine the explanatory and predictive correlations between the specified variables. The sample of the research consists of 436 teachers selected by simple random sampling method from the public schools in central districts of Ankara in 2016-2017 academic year. In order to collect data Locus of Control, Self-confidence, Perceived Organizational Support and Organizational Silence scales were used. Pearson product-moment correlation coefficients and path analysis were applied to determine the relationships among variables. Results show that the variable with the highest predictive effects on organizational silence and self-confidence levels is perceived organizational support. Locus of control and organizational support variables have direct and indirect predictive effects on organizational silence.

Anahtar Kelimeler

Locus of Control, Self-confidence, Perceived Organizational Support, Teacher Organizational Silence

Kaynakça

• Adu, E. O., &Olantundun, S. O. (2007). Teachers’ perception of teaching as correlates students’ academic performance in Oyo State Nigeria. Essays in Education, 20, 57–63.
• Akalın, Ç. (2006). Organizational support perceived by employees in the development of emotional organizational commitment and organizational self-esteem as an intermediate variable. Master Thesis, Hacettepe University Institute of Social Sciences, Ankara.
• Akçin, K., Erat, S., Alnıaçık, Ü., & Çiftçioğlu, A. B. (2017). Effect of perceived organizational support on organizational silence and task performance: A study on academicians. Journal of Global Strategic Management, 11(1), 35–44.
• Akın, A. (2007). Academic locus of control scale: Validity and reliability study. Journal of Çukurova University Faculty of Education, 3(34), 9–17.
• Akiri, A. A., &Ugborugbo, N. M. (2009). Teachers’ effectiveness and students’ academic performance in public secondary schools in Delta State, Nigeria. Stud Home CommSci, 3(2), 107–113.
• Alqarni, S. A. Y (2015). Determinants of organizational silence behavior among faculty at King Abdul Aziz University and its relationship to some organizational variables. Future of Arab Education, 96 (22), 297-386.
• Alqarni, S. A. Y. (2020). How school climate predicts teachers organizational silence. International Journal of Educational Administration and Policy Studies, 12(1), 12-27.
• Arlı, D. (2013). Views of primary school principals about organizational silence. Trakya University Faculty of Education Journal, 3(2), 69–84.
• Armeli, S., Eisenberger, R., Fasolo, P., & Lynch, P. (1998). Perceived organizational support and police performance: The moderating influence of socioemotional needs. Journal of Applied Psychology, 83, 288–297.
• Aytaç, S. (2001). Importance of personality in terms of organizational behavior. Journal of Business, Power Industrial Relations and Human Resources, 3(1).
• Bayramoğlu, D., & Çetinkanat, C. A. (2020). Examining the relationship between organizational commitment and organizational silence of teachers. Revista De Cercetare Si Interventie Sociala, 71. 25-40.
• Brinsfield, C. T. (2009). Employee silence: Investigation of dimensionality, development of measures, and examination of related factors. Doctoral Dissertation, Ohio State University, Ohio.
• Bogosian, R., &Stefanchin, J. E. (2018). Employee silence is not always consent. Rutgers Business Review, 3(2), 121-138.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., &Demirel, F. (2011). Scientific research methods. Ankara: Pegem.
• Çakıcı, A. (2007). Silence in organizations: Theoretical foundations and dynamics of silence. Çukurova University Social Sciences Institute Journal, 16(1), 145-162.
• Çakıcı, A. (2008). A study on silent issues in organizations, the causes and perceived outcomes of silence. Journal of Çukurova University Institute of Social Sciences, 17(1), 117–134.
• Çakıcı, A. (2010). Organizational silence in organizations: Why do we choose to remain silent? In A. Çakıcı (Ed.), Within the theoretical framework of silence in organizations (pp. 7–43). Ankara: Detay.
• Çetin, A. (2020). Organizational silence and organizational commitment: A study of Turkish sport managers. Annals of Applied Sports Science, 8(2), 1-10.
• Çokluk, Ö., Şekercioğlu, G., Büyüköztürk, Ş. (2010). Multivarible statistics SPSS and LISREL applications for social sciences. Ankara: Pegem.
• Dağ, İ. (1991). Reliability and validity of Rotter's internal-external locus of control scale for university students. Journal of Psychology, 7(26), 10–16.
• Dağlar, H. (2020). The effect of five factor personality traits on organizational silence: A study on teachers. Journal of Business Studies, 12(3), 2487-2500.
• Doğan, S., & Yılmaz, M. (2020). Examining the relationship between organizational culture and organizational silence in health institutions. Business &Management Studies: An International Journal,8(2), 1523-1545.
• Dong, X. T., & Chung, Y. W. (2020). The mediating effect of perceived stress and moderating effect of trust for the relationship between employee silence and behavioral outcomes. Psychological Reports,https://doi.org/10.1177/0033294120942914
• Durak, İ. (2012). A culture of fear and organizational silence. Bursa: Ekin. Eisenberger, R., Hungtington, R., Hutchison, S., & Sowa, D. (1986). Perceived organizational support. Journal of Applied Psychology, 71, 500–507.
• Eren, E. (2003). Management and Organization. İstanbul: Beta.
• Erenler, E. (2010). Relationship of silence behavior in employees with some personal and organizational features: A field research in the tourism sector. Doctoral Thesis, Hacettepe University Institute of Social Sciences, Ankara.
• Evren, H. U., &Yengin-Sarpkaya, P. (2020). Educational Administration in Theory and Practice. KuramveUygulamadaEğitimYönetimi, 26(4), 799-864.
• Francis-Odii, M. I. Oduyoye, O. Asikhia, O. U.(2020). Organizational silence behaviors role on employee effectiveness. European Journal of Business and Management,12(9), 72-80.
• Helmiati H., Abdillah M. R., Anita R., &Nofianti L. (2018). Organizational trust and organizational silence: The factors predicting organizational commitment. International Journal of Engineering and Technology,7(3.35), 126-131.
• Hu, Y., Zhu, L., Zhou, M., Li, J., Maguire, P., Sun, H., & Wang, D. (2018). Exploring the influence of ethical leadership on voice behavior: How leader-member exchange, psychological safety and psychological empowerment influence employees' willingness to speak out. Frontiers in Psychology, 9, 1718.
• James, N., Kurtessis, J. N., Eisenberger, R., Ford, M. T., Buffardi, L. C., Stewart, K. A., &Adis, C. S. (2015). Perceived organizational support: A meta-analytic evaluation of organizational support theory. Journal of Management, 20(10), 1–31.
• Jöreskog, K., &Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Lincolnwood, USA: Scientific Software International.
• KarabağKöse, E., &Güçlü, N. (2017). Relationships between school principals' leadership styles, decision participation in schools and organizational learning.KaradenizJournal of Social Sciences, 9(2), 209-224.
• Karasar, N. (2006). Scientific research method. Ankara: Nobel.
• Kızrak, M., & Yeloğlu, H. O. (2016). A model proposal on prosocial sound and silence with dedication to learning and perceived organizational support variables. IV. Paper presented at the Organizational Behavior Congress, Çukurova University, Adana. Korkmaz, M. (2006). The effects of leadership practices on internal school variables and student output variables. Educational Administration in Theory and Practice, 48, 503-529.
• Kulualp, H. G., & Çakmak, A. F. (2016). Determination of the factors affecting organizational silence types with the structural equation model. Journal of Economic and Social Research, 12(1), 123–146.
• Liu, W., Zhu, R., & Yang, Y. (2010). I warn you because I like you: Voice behavior, employee identifications, and transformational leadership. The Leadership Quarterly, 21(1), 189–202.
• Lu, J., &Xie X. (2013). Research on employee silence behavior: A review based on chinese family enterprise. Asian Social Science, 9(17), 47–52.
• Milliken, F. J., Morrison, E. W., &Hewlin, P. F. (2003). An exploratory study of employee silence: Issues that employees don’t communicate upward and why? Journal of Management Studies,40(6), 1453–1476.
• Morrison, E. W., & Milliken, F. J. (2000). Organizational silence: A barrier to change and development in a pluralistic world. Academy of Management Review, 25(4), 706–725.
• Ornstein, A., &Lasley, T. (2000). Strategies for effective teaching. Boston: McGraw Hill.
• Özdemir, A. (2010). Examination of organizational identification according to perceived organizational support, gender and seniority variables. Turkey Social Research Journal, 14(1), 238–250.
• Özdemir, L., & Sarıoğlu Uğur, S. (2013). Evaluation of employees' perceptions of “organizational sound and silence” in terms of demographic characteristics: A research in the public and private sectors. Atatürk University Journal of Economics and Administrative Sciences, 27(1), 257–281.
• Öztürk, İ. (2019). A qualitative research on organizational silence and its dimensions.International Journal of Economics and Innovation, 5(2) 2019, 365-379.
• Parcham, E., &Ghasemizad, A. (2017). The impact of organizational culture on employees organizational silence In Shiraz University of Medical Sciences. Journal of Health Management and Informatics, 4(1), 25-30.
• Pinder, C. C., &Harlos, K. P. (2001). Employee silence: Quiescence and acquiescence as responses to perceived injustice. Personnel and Human Resources Management, 20, 331–369.
• Premeaux, S. F., &Bedeian, A. G. (2003). Breaking the silence: The moderating effects of self-monitoring in predicting speaking up in the workplace. Journal of Management Studies, 40(6), 1537–1562.
• Rahimi, E., & Zaheri, V. (2020). Investigating the effect of perceived organizational support in breaking the organizational silence with mediator role of affective commitment on employees of governmental offices in qom. Iranian Journal of Ergonomics Iran J Ergon, 8(1), 66-73.
• Rayan, A., Ali, N., & Moneim, M. (2020). The supervisors support for silence and the organizational commitment: The mediating role of organizational silence behavior. European Journal of Business and Management Research, 5(2). https://doi.org/10.24018/ejbmr.2020.5.2.207.
• Raykov, T., &Marcoulides, G. A. (2006). A first course in structural equation modeling. Mahwah, NJ: Lawrence Erlbaum.
• Rhoades, L., &Eisenberger, R. (2002). Perceived organizational support: A review of the literature. Journal of Applied Psychology, 87, 698–714.
• Rotter, J. B. (1966). Generalized expectancies for internal vs. external control of reinforcement. Psycohological Monographs,80, 1–28.
• Rubie-Davies, C. M., Flint, A., & McDonald, L. G. (2012). Teacher beliefs, teacher characteristics and school contextual factors: What are the relationships? British Journal of Educational Psychology, 82(2), 270–288.
• Ryan, A. M., Kuusinen, C. M., & Bedoya-Skoog, A. (2015). Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality. Contemporary Educational Psychology, 41, 147–156.
• Sadeghi, M., &Ravazi, M. R. (2020). Organizational silence, organizational commitment and creativity: The case of directors of Islamic Azad University of Khorasan Razavi. European Review of Applied Psychology 70, 100557.
• Sholekar, S., &Shoghi, B. (2017). The ımpact of organizational culture on organizational silence and voice of faculty members of Islamic Azad University in Tehran. Iranian Journal of Management Studies, 10(1), 113-142.
• Singh, K., & Billingsley, B. S. (2001) Professional support and its effects on teachers’ commitment. Journal of Educational Research, 91, 229–239.
• Singh, B. S., & Malhotra, M. (2015). The mediating role of trust in the relationship between perceived organizational support and silence.International Journal of Scientific and Research Publications, 5(9), 1-10
• Slade, M. R. (2008). The adaptive nature of organizational silence: A cybernetic exploration of the hidden factory. Doctoral Dissertation, The Faculty of the Graduate School of Education and Human Development of the George Washington University, Washington DC.
• Stamper, C. L., &Johlke, M. C. (2003). The impact of perceived organizational support on the relationship between boundary spanner role stress and work outcomes. Journal of Management, 29(4), 569–588.
• Tangirala, S., &Ramanujam, R. (2008). Employee silence on critical work issues: The cross-level effects of procedural justice climate. Personnel Psychology, 61(1), 37–68.
• Taşkıran, E. (2010). The role of organizational justice in the effect of leadership style on organizational silence and a research. Ph.D. Thesis, Marmara University Institute of Social Sciences, İstanbul.
• Tezci, E. (2010) Attitudes and knowledge level of teachers in ICT use: The case of Turkish teachers. International Journal of Human Sciences, 7(2), 19–44.
• Thompson, B. (2004). Exploratory and confirmatory factor analysis. Washington, DC: American Psychological Association.
• Tokmak, M. (2018). A study on the impact of personality traits on organizational silence: The case of bank employees. Hitit University Journal of Social Sciences Institute, 11(3), 2219-2233.
• Tümkaya, S. (2000). Views of primary school teachers about locus of control and burnout [Special Issue]. PAU Faculty of Education Journal, 8, 1–8.
• Uçar, Z. (2016). Investigation of the phenomenon of silence in organizations in the context of personal characteristics: A qualitative study. Dokuz Eylul University Journal of Faculty of Economics and Administrative Sciences, 31(1), 311–342.
• Ünlü, Y. (2015). The relationship between primary and secondary teachers' organizational justice perceptions and organizational silence levels. Master Thesis, Sakarya University Institute of Educational Sciences, Sakarya.
• Van Dyne, L., Ang, S., &Botero, I. C. (2003). Conceptualizing employee silence and employee voice as multidimensional constructs. Journal of Management Studies, 40(6), 1359–1392.
• Vardarlıer, P., & Akıner, Ö. (2020). Relationship between organizational commitment and organizational silence: A study in the insurance industry. Contributions to Management Science 293-324. https://dx.doi.org/10.1007/978-3-030-50131-0_17
• Yalçınsoy, A. (2019). Analysis of the impact of organizational culture and organizational climate on organizational silence. Anemon Muş Alparslan University Journal of Social Sciences, 7(2), 67-77.
• Yeşilyaprak, B. (2006). Guidance services in education. Ankara: Nobel.
• Yıldırım, İ. (2004). The prevalence of submissive behavior among high school students. Hacettepe University Journal of Education Faculty, 26, 220–228.
• Yıldızhan, Y. Ç. &Ağırbaş İ. S. (2020). Organizational Silence: A Study on Employees of General Directorate of Sports Headquarter. Journal of Business Research-Turk, 12 (2), 1036-1045.
• Yılmaz, V., &Çelik, H. E. (2009). Structural equation modeling with LISREL - I: Basic concepts, applications, programming. Ankara: Pegem.
• Yüksel, İ. (2006). The relationship between organizational support perception and determinants and tendency to quit. Journal of Istanbul University Faculty of Business Administration, 35(1), 7–32.
• Yürür, Ş., Numbers, Y., Yeloğlu, H. O., & Sözen, C. (2016). The role of perceived organizational support in preventing organizational silence. Gazi Economics and Business Journal, 2(3), 1–26.