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

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.

Anahtar Kelimeler:

Öğretmen, görme yetersizliği, örgütsel adalet, örgütsel destek, duygusal bağlılık, , örgütsel davranış

Investigation of the Relationships between Affective Commitment, Organization-based Self-esteem, Organizational Justice and Organizational Support

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.

Keywords:

Teacher, visual impairment, organizational justice, organizational support, affective commitment, organizational behavior,

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