Organizational citizenship behaviors of teachers in vocational high schools

Problem Durumu: Türkiye’de mesleki ve teknik eğitim Cumhuriyetin kuruluşundan bu yana eğitim sisteminin temel konularından biri olmuştur. Öğrenci sayılarındaki hızlı düşüş, eğitim karar vericilerinin, mesleki ve teknik eğitim alt sisteminde sürdürdüğü politikalar günümüze kadar süregelen sorunların çözümünde yeterli olamamıştır. Bu olumsuz sürecin milli eğitim şuralarında, kalkınma planlarında ve hükümet programlarında değerlendirilmesi ve tartışılması; bakanlık uygulamalarının çoğunluğu, öğrenciler üzerine olmuştur. Ancak sistem çıktısı olan öğrencinin süreç içinde birlikte olduğu, uygulamalarından etkilendiği öğretmenler, karar vericilerin dikkatini yeterince çekememiştir. Bir sistemin başarısı, sistemin girdilerinin niteliği ile yakından ilgilidir. Okul örgütü de eğitim sürecinde girdilerini en olumlu koşullarda kullanabilmelidir. Bunun uygulayıcısı da öğretmenlerdir. Öğretmenlerin niteliği, özellikleri ve okul örgütü içinde karşılaştığı soyut ve somut koşullar, öğretmenlerin eğitim sürecindeki etkisini yönlendirecektir. Okul yöneticileri ve öğretmenlerin örgütsel davranışları niteliğin temel belirleyici olabilmektedir. Örgütsel vatandaşlık davranışları ise örgütün verimliliğini sağlamada yardımcı olan, gönüllülüğe dayalı davranışlardır ve kişisel tercihe dayalıdır. Örgütsel vatandaşlık davranışları eğitimde niteliği artırıcı ve eğitimde etkiliğe neden olan davranışlardır. Araştırmanın Amacı: Bu araştırmanın amacı; mesleki ve teknik liselerde görev yapan öğretmenlerin, örgütsel vatandaşlık davranış düzeylerinin belirlenmesidir.

Meslek lisesi öğretmenlerinin örgütsel vatandaşlık davranışları

Problem Statement: Since the establishment of the Turkish Republic, vocational and technical education in the country has become one of the major issues in the education system. Characteristics and the quality of teachers are important for school organizations. Organizational behaviors of teachers are determinatives of the success of the schools. Organizational citizenship behaviors constitute the dimension of behaviors of teachers in schools. However this dimension affects other elements of behavior and is affected by behaviors of teachers. Purpose of research: The aim of this research is to determine the level of organizational citizenship behavior of teachers working in vocational and technical high schools in Turkey. Method: The research consisted of 651 teachers who work for vocational and technical high schools. The sample was selected using the stratified sampling method, during the 2007-2008 Academic Year. In the calculation of the data, frequency, and percentage, the Sperman Brown Correlation coefficient and Manova Multi Variable Variance Analysis have been used. Results: Organizational citizenship behaviors of teachers are low. According to the variable, it is understood that male teachers, those with a graduate degree, and those working in the industry of vocational high schools displayed behaviors at a higher level than other high school teachers. The teachers over 21 years of seniority had the lowest average. Suggestions: According to the obtained results from this study, some suggestions are presented. Organizing activities which consolidate organizational integration, taking precautions for achievement, declaring the expectations for success, and creating an organizational culture can develop the citizenship behaviors of the teachers. Conducting scientific surveys, with regard to the relationship between the organizational citizenship behaviors of the teachers and the organizational socializing, culture, rewarding, etc., can make a contribution to the literature. Principals should receive in-service training regarding school management and leadership

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