Organizational Climate At Primary Schools and Its Influences On Teachers Job Satisfaction

Örgütsel iklimin örgütte bulunan çalışanların davranışları ve algıları üzerinde etkileri bulunmaktadır. Örgütsel ilkimin dört temel faktörü vardır: Yapısal, insan kaynakları, politik ve sembolik çerçeve. İnsan kaynakları çerçevesi takım çalışmasını ifade ederken, yapısal çerçeve rehberliği, sembolik çerçeve güveni ve politik çerçeve ise özerkliği ifade etmektedir. Bu nicel betimsel çalışma bu unsurların öğretmenlerin içsel ve dışsal iş doyumlarını etkileyip etkilemediğini ortaya çıkarmak amacıyla yürütülmüştür. Araştırma sonuçları erkek öğretmenlerin okul çevresini daha olumlu algılarken kadın çalışanların daha yüksek içsel iş doyumuna sahip olduklarını ortaya koymaktadır. 30 yaş ve daha genç öğretmenler bütün faktörleri daha olumlu algılamaktadırlar. 12 yıldan fazla deneyimli öğretmenler, daha az deneyimli meslektaşlarına göre sembolik çerçeveyi daha iyi algılamaktadırlar. 41 yaş ve daha büyük olan öğretmenler daha fazla içsel doyuma sahipken daha genç öğretmenler daha fazla dışsal doyuma sahiptirler. Öğretmenler daha fazla deneyim elde ettikçe daha yüksek içsel doyuma sahip olmaktadırlar. Okul ikliminin öğretmenlerin iş doyumları üzerindeki etkisi değerlendirildiğinde, örgütsel iklim öğretmenlerin iş doyumlarının %60'ını açıklamaktadır

İlköğretim Okullarında Örgütsel İklim ve Bu İklimin Öğretmenlerin İş Doyumları Üzerindeki Etkileri

Organizational climate has influences on the way members behave and perceive in an organization. It has four basic factors; structural, human resource, political, and symbolic frames. While the human resources frame means teamwork, the structural frame accounts to guidance, the symbolic frame infers trust and the political frame means autonomy. This descriptive quantitative study was conducted to discover if these elements influence teachers’ intrinsic and extrinsic job satisfaction. Results reveal that while male teachers perceive school environment more positively, female participants have higher intrinsic job satisfaction. While younger teachers perceive all factors more positively, experienced teachers perceive symbolic frame more positively. Regarding age is concerned, while the teachers who are 41 years old and over have more intrinsic job satisfaction, the younger ones have more extrinsic job satisfaction

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Kastamonu Üniversitesi Kastamonu Eğitim Dergisi-Cover
  • ISSN: 1300-8811
  • Yayın Aralığı: Yılda 6 Sayı
  • Yayıncı: Halil İbrahim AKYÜZ
Sayıdaki Diğer Makaleler

Duyu Eğitiminin Otistik Çocukların Alıcı Dil Gelişimine Etkileri

Duygu ÇETİNGÖZ, Sunay YILDIRIM DOĞRU

Öğretmen Adaylarinin E-İçerik Geliştirme Becerilerinin Değerlendirilmesi

Ahmet TEKİN, Ebru POLAT

Ortaokul Öğrencilerinin İnsanlarda Üreme, Büyüme Ve Gelişme Konusu Dersinde Hissettiği Duyguların, Yaşadığı Sorunların Ve Düşüncelerin Belirlenmesi

Mehmet Akif HAŞILOĞLU, Hatice Betül YAĞCIOĞLU

Çalışma Yapraklarıyla Cebir Öğretiminin Öğrenci Başarısına Etkisi

Ahmet IŞIK, Elif ÇELİK

Fen Bilgisi Öğretmenliği ve Fizik Bölümü Öğrencilerinin Astronomiye Yönelik Tutumlarının Bazı Değişkenler Açısından İncelenmesi

Mustafa Zafer BALBAĞ, Alaattin ERDEM

Öğretmenlerin Öz-Yeterlik Algıları İle Öğretme-Öğrenme Anlayışları Arasındaki İlişkinin İncelenmesi

İjlal OCAK, Gürbüz OCAK, M. Damla KUTLU KALENDER

Lise Öğrencilerinin Bireysel ve Grup Argümanlarının Kalitesinin Karşılaştırılması

Ayşe YALÇIN ÇELİK, Ziya KILIÇ

Ortaokul Matematik Öğretmen Adaylarının Matematiksel İletişimleri, Matematik ve Pedagoji Bilgileri

Tangül KABAEL, Ayla ATA BARAN

Mobil Öğrenme Yönetim Sisteminin Öğrenenlerin Akademik Başarısı ve Tutumları Üzerindeki Etkilerinin İncelenmesi

Ferhat BAHÇECİ, Mithat ELÇİÇEK

Fen, Teknoloji, Mühendislik, Matematik (STEM) Eğitimi Tutum Ölçeğinin Türkçe’ye Uyarlanması

Melike YİĞİT KOYUNKAYA, Fulden GÜLER, Hülya YILMAZ, Selcen GÜZEY