Örgütsel Bağlılığın Tükenmişlik İle İlişkisi: Öğretmenler Üzerine Bir Araştırma

Yıl 2011, Sayı: 25, 61 - 70, 01.02.2011

Fatih Çetin H. Nejat Basım Oğuz Aydoğan

Öz

Günümüzde insan faktörünün örgütsel bağlamdaki rolünün artmasıyla birlikte, çalışan ile örgüt arasındaki uyumun bir göstergesi olan örgütsel bağlılık kavramının giderek önem kazandığıgörülmektedir. Bununla birlikte, modern çağın ortaya çıkardığısürekli değişim ve belirsizlik ortamı, çalışan ile örgüt arasındaki uyumlu ilişkiyi etkileyerek, tükenmişlik kavramının bu süreçteki rolünün dikkate alınmasınıadeta zorunlu kılmaktadır. Bu doğrultuda çalışanların örgütsel bağlılık duygularıyla tükenmişlik duygularıarasındaki ilişkilerin ortaya çıkarılmasıve irdelenmesi gerekmektedir. Bu çalışmada Allen ve Meyer 1990 tarafından ortaya konan örgütsel bağlılık boyutlarıile Maslach ve Jackson 1981 tarafından geliştirilen tükenmişlik boyutlarıarasındaki ilişkinin araştırılmasıamaçlanmıştır. Araştırmanın örneklemi 13 ayrıilköğretim okulunda görevli ve yaşaralığı22 ile 64 arasında değişen toplam 349 öğretmenden oluşmaktadır. Araştırmada örgütsel bağlılık ve tükenmişlik boyutlarıarasındaki ilişkilerin incelenmesi için anket yöntemi kullanılmışolup, Allen ve Meyer Örgütsel Bağlılık Ölçeği ve Maslach Tükenmişlik Envanteri ile elde edilen veriler SPSS 15.0 ve LISREL 8.30 istatistik programlarıkullanılarak analiz edilmiştir. Araştırma sonunda elde edilen bulgular, örgütsel bağlılık boyutlarıve tükenmişlik boyutlarıarasında çeşitli seviyelerde anlamlıilişkilerin olduğunu göstermiştir. Özellikle duygusal bağlılığın, tükenmişlik boyutlarından duygusal tükenme, duyarsızlaşma ve kişisel başarıhissi azalmasını; devam bağlılığının ise, duygusal tükenme, duyarsızlaşma ve kişisel başarıhissi azalmasınıyordadığıbelirlenmiştir. Diğer taraftan, normatif bağlılığın, tükenmişlik boyutlarından sadece duygusal tükenme boyutu üzerinde yordama becerisine sahip olduğu ortaya çıkmıştır. Tüm bu bulgular tükenmişlik boyutlarının açıklanmasında örgütsel bağlılık değişkeninin önemli etkileri olduğunu göstermişve çalışma sonucunda elde edilen tüm bu bulgular ilgili yazında yapılan çeşitli çalışmalardaki bulgular ışığında tartışılmıştır.

Anahtar Kelimeler

Tükenmişlik, Örgütsel Bağlılık, Öğretmen, Örgütsel Davranış, Regresyon Analizi

The Relationship Between Organizational Commitment and Burnout: A Study on Teachers

Öz

The purpose of this study was to explore the relationship between Allen & Meyer’s 1990 organizational commitment dimensions and Maslach & Jackson’s 1981 burnout dimensions. Burnout is defined as a syndrome of emotional exhaustion, depersonalization, reduced personal accomplishment that can occur among individuals who works especially in social works. First dimension of burnout as emotional exhaustion appears when individuals feel emotionally tired by contact with other people. Emotional exhaustion emerges when social workers meet with anxious individuals in work. The continuous depression situations give rise to pressure and this may lead to emotional exhaustion. It can be argued that exhausted workers are tired to invest time and effort in work. The second dimension of burnout as depersonalization is described as negative feelings and cynical, sardonic and unconcerned attitudes toward the clients or coworkers in work. Depersonalization gets started when workers attempt to distance to the others in work. Depersonalized people may develop indifference or a cynical attitude when they are exhausted and discouraged. The last dimension of burnout as reduced personal accomplishment is a tendency to evaluate negatively one’s own work. Reduced personal accomplishment refers to diminish in one's feelings of competence and successful achievement in work with people. When people experience job burnout they undergo severe physical and emotional exhaustion that is associated with negative work attitudes and a lack of concern for others. Associated with increasing burnout in workplace many negative results emerge as decreasing work performance of employees, increasing absenteeism behaviors, increasing interpersonal conflicts, reducing the quality of business, declining job satisfaction and increasing labor turnover. On the other side organizational commitment is seen as the strength of the individual involvement in a particular organization. Commitment involves the willingness of employees to exert higher efforts on behalf of the organization, a strong desire to stay in the organization, and accept goals and values of the organization. It is widely accepted that organizational commitment has three sub dimensions as affective commitment, normative commitment and continuance commitment in literature. First dimension as affective commitment is the psychological attachment and loyalty to an organization and refers to the emotional, mental, and cognitive connections between the individual and the organization. Affective commitment implies the employee’s loyalty, wanting to belong, and belief in the value system and goals of the organization. The second dimension as normative commitment is regarded as a feeling of obligation to remain with the organization. This commitment dimension represents that an individual demonstrates commitment behavior only because she or he believes it is the moral and right thing or responsibility. The last dimension as continuance commitment is defined as employee’s willingness to remain in an organization because of personal investment such as close working relationships with coworkers, retirement investments and other benefits that make it too costly to leave. Associated with increasing commitment in workplace many positive results emerge as increasing work performance, organizational citizenship behaviors and job satisfaction, and decreasing labor turnover and absenteeism behaviors. Although much research has been conducted on these two variables separately, very little has been done in terms of understanding the relationship between them. In parallel with this thought it was supposed that there is a sort of relationship between organizational commitment as affective commitment, normative commitment, continuance commitment and burnout normative commitment is regarded as a feeling of obligation to remain with the organization. This commitment dimension represents that an individual demonstrates commitment behavior only because she or he believes it is the moral and right thing or responsibility. The last dimension as continuance commitment is defined as employee’s willingness to remain in an organization because of personal investment such as close working relationships with coworkers, retirement investments and other benefits that make it too costly to leave. Associated with increasing commitment in workplace many positive results emerge as increasing work performance, organizational citizenship behaviors and job satisfaction, and decreasing labor turnover and absenteeism behaviors. Although much research has been conducted on these two variables separately, very little has been done in terms of understanding the relationship between them. In parallel with this thought it was supposed that there is a sort of relationship between organizational commitment as affective commitment, normative commitment, continuance commitment and burnout dimensions as emotional exhaustion, depersonalization and reduced personal accomplishment in the literature Haley, 2003: 61; Leiter ve Maslach, 1988: 306; Liu, 1996: 86 . In the light of these findings it can be thought that there may be a relationship between organizational commitment and burnout dimensions. According to these assessments we conducted an empirical research and examined the possible relationship between these variables. The sample of this study was consist of 349 primary school teachers 243 female [%69.6] and 106 male [%30.4] aged between 22 and 64 years Mean= 39.61, Sd= 8.38 from Ankara. The survey battery included a demographic data form along with the Allen and Meyer Organizational Commitment Scale and Maslach Burnout Inventory were administrated to the teachers. The data were analyzed using SPSS 15.0 and LISREL 8.30 statistical programs. After validating the scales with the confirmatory factor analysis, correlation analysis was conducted in order to determine the relationship between the study variables. Next, hierarchal regression analysis was conducted for the purpose of determining the role of organizational commitment dimensions in predicting the burnout dimensions. At the end of the correlation analysis, it was observed that there were significant correlations between organizational commitment and burnout dimensions. With the results of regression analysis, affective commitment was found the only predictor of these three burnout sub dimensions as emotional exhaustion, depersonalization, and reduced personal accomplishment. Also, it was observed that normative commitment was found the only predictor of the emotional exhaustion. Moreover continuance commitment was found predictor of three burnout sub dimensions as emotional exhaustion, depersonalization and lack of personal accomplishment. All these results showed that individuals possess more continuance commitment, but less affective commitment and normative commitment seem to exhibit more emotional exhaustion. Individuals possess more continuance commitment, but less affective commitment seem to exhibit more depersonalization. Individuals possess more continuance commitment, but less affective commitment seem to exhibit more lack of personal accomplishment. These findings displayed that organizational commitment plays important role in explaining the burnout dimensions in organizational context. The present study also had some limitations. First limitation was the observed correlations between the organizational commitment and burnout is limited to the selected sample. The other was that burnout dimensions can be explained by determining the cultural, situational, and personal factors that can affect these commitment dimensions. In addition, in order to obtain more generalizable results, it is essential to compare the existing findings with qualitatively and quantitatively different samples.

Anahtar Kelimeler

Burnout, Organizational Commitment, Teacher, Organizational Behavior, Regression Analysis

Kaynakça

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