Öğretmen Profesyonelizminin Bir Yordayıcısı Olarak Okul Kültürü

Bu profesyonelizmi Araştırmaya, Ankara ili merkez ilçe sınırları içinde bulunan 18 ilköğretim okulunda görev yapan toplam 386 öğretmen katılmıştır. Araştırma verilerinin toplanmasında "Örgüt Kültürü Ölçeği" ve "Öğretmen Profesyonelizm Ölçeği" kullanılmıştır. Araştırmanın sonuçları, öğretmenler tarafından en yüksek düzeyde algılanan örgüt kültürü boyutunun görev kültürü olduğunu ve öğretmenlerin profesyonelliklerine ilişkin algılarının orta düzeyin üstünde olduğunu göstermektedir. Örgüt kültürünün destek ve görev kültürü boyutlarının öğretmen profesyonelizmiyle olumlu yönde anlamlı, bürokratik kültür ile olumsuz yönde anlamlı bir ilişki içinde olduğu belirlenmiştir Ayrıca, araştırma sonuçları öğretmen profesyonelizminin anlamlı yordayıcılarının destek kültürü, görev kültürü ve bürokratik kültür öğretmenlerin profesyonel davranışlarının ve okul kültürünün geliştirilmesi bağlamında tartışılmıştır

School Culture as a Predictor of Teacher Professionalism

The purpose of this study was to examine the relationship between school culture and teacher professionalism. A total of 386 teachers employed in 18 primary schools in Ankara participated in this study. "Organizational Culture Scale" and "Teacher Professionalism Scale" were used to gather data. Results revealed that primary school teachers' perceptions on task-oriented culture was higher than support-oriented, success-oriented, and bureaucratic cultures and that teachers' perceptions on professionalism were over the midpoint. Support-oriented and task-oriented cultures were positively and significantly associated with teacher professionalism, however, bureaucratic school culture was negatively and significantly associated with teacher professionalism. Results also illustrated that support-oriented, task-oriented, and bureaucratic cultures were the significant predictors of teacher professionalism. Results were discussed with regard to improving teacher professionalism and school culture.

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