THE RELATIONSHIPS BETWEEN ORGANIZATIONAL VALUES, JOB SATISFACTION, ORGANIZATIONAL SILENCE AND AFFECTIVE COMMITMENT

In this research, the relationships between organizational values, job satisfaction, organizational silence and affective commitment perceptions of managers and teachers working in schools were examined. The research data were collected from 706 school administrators and teachers. Four scales were used in the study: Management Scale According to Values, Teaching Satisfaction Scale, Organizational Silence Scale and Affective Commitment Scale. Structural Equation Modeling (SEM) was developed to determine the relationship between variables. The data obtained in the SEM show that all hypotheses of the study are accepted. According to these findings, organizational values positively affect job satisfaction and affective commitment. Organizational values have a negative effect on organizational silence. Job satisfaction has a positive effect affective commitment. Organizational silence negatively affects affective commitment. Job satisfaction increases the influence of organizational values on affective commitment with the role of mediator. Organizational silence diminishes the role of the mediator and the influence of organizational values on affective commitment.  Article visualizations

The Relationships between Organizational Learning Level, School Effectiveness and Organizational Citizenship Behavior

The aim of this research is to determine the relationships between organizational learning levels of high schools; organizational citizenship behavior of managers and teachers and effective school characteristics of them based on the opinions of managers and teachers. The population of the research consists of managers and teachers serving at high schools in Diyarbakir city, Turkey, during 2013-2014 educational year. According to findings of the research, perception of managers and teachers on the learning school and effective school characteristic is at average level and their perception on organizational citizenship behavior is at high level. Learning school characteristic of high schools is a significant predictor of managers’ and teachers’ organizational citizenship behavior and as well as effective school characteristic of high schools. Moreover, organizational citizenship behavior of managers and teachers are predictors of effective school characteristic

EXAMINATION OF PSYCHOLOGICAL CAPITAL LEVELS OF TEACHERS – CASE OF ELAZIG PROVINCE, TURKEY

The purpose of this study is to identify the levels of teacher perceptions on psychological capital and the sub-dimensions with respect to gender, marital status, professional seniority, branch and educational status variables. The study was designed with the relational screening model. The study group consists of a total of 356 teachers working in 21 secondary school institutions in the center of Elazığ. The Psychological Capital scale was used in the study. According to the study results, psychological capital levels of teachers are at; “high level” for the psychological resilience, hope and self-efficacy dimensions, “moderate level” for the optimism dimension. It was observed that psychological capital levels of teachers significantly differ at resilience and hope dimensions for the gender variable; at all dimensions for the marital status variable; at hope and self-efficacy dimensions for the professional seniority. There were no significant differences in teacher opinions for the branch and educational status variables.   Article visualizations

Presenteeism iyi midir kötü müdür? Okullarda fenomenolojik bir çalışma

The study aims to holistic and comprehensive analyse presenteeism according to the perceptions of education workers who experience it more frequently and reveal the relationship of presenteeism with the sociological, psychological, and theological dynamics of Turkish society. The study was conducted with a phenomenological design, one of the qualitative research methods. The study group consists of teachers and school administrators working in Elazig, a province in Turkey. It was determined that educators can voluntarily decide to work when they are not feeling well due to motivations such as a sense of responsibility, conscience, commitment to work, public service, and religious sensitivity. In addition, some participants stated that due to organisational pressure, economic difficulties, and workload, employees make a forced decision to work when they are not well. Finally, in addition to the negative results of presenteeism, positive results, which are rarely seen in the literature, were also obtained. Therefore, the experience of presenteeism should be evaluated considering its positive and negative effects on organizations and employees.Bu çalışma presenteesmi daha sık deneyimleyen eğitim çalışanlarının algılarına göre bütüncül ve kapsamlı bir şekilde analiz etmeyi ve olguyu Türk toplumunun sosyolojik, psikolojik ve teolojik dinamikleriyle ilişkisini ortaya koymayı amaçlamaktadır. Araştırma, nitel araştırma yöntemlerinden fenomenolojik desende yürütülmüştür. Çalışma grubu Türkiye'nin Elazığ ilinde görev yapan öğretmen ve okul yöneticilerinden oluşmaktadır. Katılımcıların sorumluluk duygusu, vicdan, işe bağlılık, kamu hizmeti, dini duyarlılık gibi motivasyonlar nedeniyle kendilerini iyi hissetmedikleri durumlarda gönüllü olarak çalışmaya karar verebildikleri belirlenmiştir. Ayrıca bazı katılımcılar örgütsel baskı, ekonomik zorluklar ve iş yükü nedeniyle iyi olmadıkları zamanlarda zorunlu bir şekilde çalışmaya karar verdiklerini ifade etmiştir. Son olarak, Presenteism'in olumsuz sonuçlarına ek olarak, literatürde nadiren görülen olumlu sonuçları da öngördüğü belirlenmiştir. Dolayısıyla presenteeism deneyimi, örgütler ve çalışanlar üzerindeki olumlu ve olumsuz etkileri dikkate alınarak değerlendirilmelidir

Review Of Primary, Secondary And High School Teachers' Perception Of Organizational Cynicism

Bu araştırmanın amacı; ilkokul, ortaokul ve lise öğretmenlerinin Örgütsel Sinisizm algılarını belirlemektir. Araştırma tarama modelinde tasarlanmıştır. Araştırmanın örneklemini 2013-2014 eğitim öğretim yılında Rize ili merkez ve tüm ilçelerinde bulunan ilkokul, ortaokul ve liselerde görev yapmakta olan 2219 öğretmen oluşturmaktadır. Araştırmada veri toplama aracı olarak Kalağan'ın (2009) Türkçe'ye uyarladığı Örgütsel Sinisizm Ölçeği kullanılmıştır. Araştırmadan elde edilen verilerin analizinde t-Testi, Mann-Whitney U Testi, Tek Yönlü Varyans Analizi (ANOVA) ve Kruskal Wallis Testi kullanılmıştır. Araştırmada, öğretmenlerin Örgütsel Sinisizm algılarının düşük düzeyde olduğu görülmüştür. Örgütsel Sinisizm algılarının, Yaş, Medeni Durum, Mesleki Hizmet Süresi, Çalışılan Okuldaki Hizmet Süresi ve Okul Türü değişkenleri açısından anlamlı şekilde farklılaştığı; Cinsiyet değişkeni açısından ise benzerlik gösterdiği sonucuna ulaşılmıştırPurpose of this study is to determine organizational cynicism perception of primary, secondary and high school teachers. The research is based on the screening model. The sample group of the research is consisted of 2219 teachers who were working for primary, secondary and high schools of Rize province, City center and all districts during academic year of 2013-2014. The data collection tool used for the research is the Organizational Cynicism Scale adapted to Turkish by Kalağan (2009). T-Test, Mann-Whitney U Test, One-way Variance Analysis (ANOVA) and Kruskal Wallis Test were used for analyzing the data collected during the research. The research concluded that teachers have low levels of Organizational Cynicism perception and the level varies significantly based on Age, Marital Status, Tenure, Years of Service at the Current School and Type of School. It is concluded that organizational cynicism perceptions of the teachers are similar in terms of Gender variabl

School administrator and teachers’ perceptions of organizational silence

Bu çalışmanın amacı, ilköğretim okullarında görev yapmakta olan yönetici ve öğretmenlerin “Örgütsel Sessizlik” algılarını belirlemektir. Araştırma tarama modelinde tasarlanmıştır. Araştırmanın evrenini Elazığ İli’nde 2009-2010 öğretim yılında eğitimöğretim faaliyetlerine devam eden ilköğretim okulları oluşturmaktadır. Araştırmanın örneklemini, tesadüfi örnekleme yoluyla seçilen 20 ilköğretim okulunda görev yapmakta olan 444 okul yöneticisi ve öğretmen oluşturmaktadır. Araştırma sonuçlarına göre; cinsiyet değişkeni açısından kadın katılımcıların örgütsel sessizlik algılarının daha yüksek olduğu, branş değişkeni açısından “Dil (Türkçe ve İngilizce)” grubunda bulunan katılımcıların diğer branşlarda bulunan katılımcılara oranla daha fazla sessiz kaldığı, çalışılan okuldaki hizmet süresi değişkeni açısından 6-10 yıl okul kıdemine sahip katılımcıların algılarının daha yüksek olduğu görülmüştür. Yaş ve öğretmenlikteki hizmet süresi değişkenleri açısından ise katılımcıların örgütsel sessizlik algıları arasında anlamlı farklılıklar bulunmamaktadır.The aim of this study is to inquire about the perception of administrators and teachers on organizational silence. The study followed a survey model. Data were collected from primary schools in Elazığ in 2009-2010 education year. The sample of this research consists of 444 administrators and teachers in 20 primary schools that were chosen randomly. The results of the study show that the perception of women on organizational silence is higher and the participants of different branches such as Turkish and English are more silent than the others. The participants that have been working at schools for at least 6 years have higher perception. The age and teaching years of the participants show that their perceptions on organizational silence are nearly at the same level

The strategies adopted by the primary school administrators in removing the deficiencies related to the education training state of the schools

DEMIRTAS, Zulfu ZD/0000-0002-1072-5772WOS: 000440290400003This study aimed to define the strategies adopted by primary school principals in order to carry out the recommendations under the "status of education and training" title in inspection notification. 37 administrators have voluntarily participated in the study as 9 of them are school principals and 28 of them are assistant principals Unstructured interview form is used in the study and "What kind of strategies do you pursue to carry out the recommendations made for arranging education-training state of your school?" question is directed at participants. Data are analyzed through qualitative techniques such as content analysis. According to the findings of the study primary school administrators adopted four main strategies in order to remove deficiencies in the education state of their schools as: (1) Attendance and cooperation (2) Social, cultural and sportive activities (3) Convenience with the regulations (4) Guidance services