İlköğretim Okullarında Müdürlerin Kullandıkları Etkileme Taktiklerinin Öğretmenlerin Örgütsel Vatandaşlık Davranışları ve Okul Farkındalığı ile İlişkisi *

Bu araştırmanın amacı, ilköğretim okullarında okul müdürlerinin kullandıkları etkileme taktiklerinin öğretmenlerin örgütsel vatandaşlık davranışları ve okul farkındalığı ile ilişkisini tespit etmektir. Araştırmada, ilişkisel tarama yöntemi kullanılmıştır. Araştırmanın evrenini, 2012-2013 öğretim yılında Ankara ilinin Altındağ, Çankaya, Etimesgut, Gölbaşı, Keçiören, Mamak, Sincan ve Yenimahalle ilçelerindeki resmi ilköğretim okulunda görev yapmakta olan öğretmenler oluşturmaktadır. Araştırmanın örneklemini, tabakalı örnekleme yöntemine göre seçilen 785 öğretmen oluşturmaktadır. Araştırma verilerinin toplanmasında Çalışanlara Yönelik Etkilenen Davranış Ölçeği, Örgütsel Vatandaşlık Davranışı Ölçeği ve Okul Farkındalığı Ölçeği kullanılmıştır. Araştırma verilerinin analizinde SPSS 13.00 ve Lisrel 8.80 paket programları kullanılmıştır. Araştırmada Pearson Momentler Çarpımı korelâsyon katsayısı, çoklu doğrusal ve hiyerarsik regresyon analizi uygulanmıştır. Araştırma sonucunda, okul müdürlerinin kullandıkları etkileme taktikleri ile öğretmenlerin örgütsel vatandaşlık davranışı ve okul farkındalığı arasında anlamlı düzeyde ilişkiler bulunmuştur. Araştırmada okul farkındalığının, okul müdürlerinin kullandığı etkileme taktikleri ile öğretmenlerin örgütsel vatandaşlık davranışları arasında aracı bir etkiye sahip olmadığı tespit edilmiştir.

The Relationship between Principals' Influence Tactics and Teachers' Organizational Citizenship Behaviors and School Mindfulness in Primary Schools

The purpose of this study was to examine the relationship between school principals' influence tactics, teachers' organizational citizenship behaviors and school mindfulness through teachers' perception. In the study, relational survey method was employed. The study population consists of teachers employed in primary schools in Ankara's Altındağ, Çankaya, Etimesgut, Gölbaşı, Keçiören, Mamak, Sincan and Yenimahalle sub-districts of Ankara during the 2012-2013 academic year. The sample that represents this group was determined by means of stratified sampling. The sample of the study includes 785 teachers. The Influence Behavior Questionnaire-Target, the Organizational Citizenship Behavior Scale and the School Mindfulness Scale were employed to collect data. SPSS 13.00 and Lisrel 8.80 software were used to analyse the collected data. Pearson Moments Product Correlation Coefficient, multiple linear and hierarchical regression analysis were applied. As a result of the study research it is observed that there is a meaningful relationship between school principals' influence tactics, teachers' organizational citizenship behaviors and school mindfulness. In the study, it has been determined that school mindfulness does not exhibit a mediation effect between influence tactics and organizational citizenship behaviors.

___

  • Agezo, C. K. (2008). Influence: An important tool for successful leadership. Ife Psychologia, 16(2), 260-279.
  • Allred, C. M. (2012). Mindfulness and organizational citizenship behaviors: Recognizing when to help others in the workplace (Unpublished master's thesis). East Carolina University, United States.
  • Arlı, D. (2011). Öğretmenlerin örgütsel vatandaşlık davranışlarının örgüt kültürü algıları ve örgütsel güven düzeyleri açısından incelenmesi (Yayımlanmamış doktora tezi). Ege Üniversitesi, İzmir.
  • Ashby, J. W. (1996). Micropolitical strategies and tactics a principal uses to influence teachers (Unpublished doctoral dissertation). The University of Texas at Austin, United States.
  • Aydın, M. (2000). Eğitim yönetimi. Ankara: Hatipoğlu.
  • Aydın, İ., & Pehlivan, Z. (2010). Strategies and personality types used by primary school principals in Turkey to influence teacher (Ankara case), influence teachers. Procedia Social and Behavioral Sciences, 2, 3652-3659.
  • Aydoğan, İ. (2010). Örgütsel vatandaşlık davranışı. İçinde H. B. Memduhoğlu ve K. Yılmaz (Eds.), Yönetimde yeni yaklaşımlar (s. 291-316). Ankara: Pegem Akademi.
  • Bogler, R., & Somech, A. (2005). Organizational citizenship behavior in school: How does it relate to participation in decision making? Journal of Educational Administration, 43(5), 420-438.
  • Bolat, D. Y., Bolat, T., & Seymen, O. A. (2009). Güçlendirici lider davranışları ve örgütsel vatandaşlık davranışı arasındaki ilişkinin sosyal mübadele kuramından hareketle incelenmesi. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(21), 215-239.
  • Cialdini, R. B. (2001). İknanın psikolojisi: Teorik ve pratik bir arada (Çev. Y. Fletcher). İstanbul: MediaCat.
  • Culver, T., R. (1994). Influence strategies and trust in public schools (Unpublished doctoral dissertation). Seattle University, United States.
  • Deluga, R. J., (1988). Relationship of transformational and transactional leadership with employee influence strategies. Group and Organization Studies, 13, 456-467.
  • DiPaola, M., Tarter, C., & Hoy, W. (2007). Measuring organizational citizenship of schools. In W. K. Hoy, M. F. DiPaola (Eds.), Essential ideas for the reform of American schools (p. 227-250). Charlotte, NC: Information Age.
  • Dohlen, H., B., V. (2012). Teacher leadership behaviors and proactive influence tactics in North Carolina public schools (Unpublished doctoral dissertation). Western Carolina University, United States.
  • Dulebohn, J. H., Shore, L. M., Kunze, M., & Dookeran, D. (2005). The differential impact of OCBs and influence tactics on leader reward behavior and performance ratings over time. Organizational Analysis 12(1), 73-90.
  • Duyar, İ., Aydin, İ., & Pehlivan, Z. (2009). Analyzing principal influence tactics from a cross-cultural perspective: Do preferred influence tactics and targeted goals differ by national culture? In Alexander W. Wiseman (Ed.), Educational leadership: Global contexts and international comparisons (p.191-220). Emerald Group Publishing Limited.
  • Faeth, M. A. (2004). Power, authority and influence: A comparative study of the behavioral influence tactics used by lay and ordained leaders in the episcopal church (Unpublished doctoral dissertation). Virginia Polytechnic Institute and State University, United States.
  • Falbe, C. M., & Yukl, G. A. (1992). Consequences for managers for using single influence tactics and combinations of tactics. Academy of Management Journal, 35(3), 638-652.
  • Farmer, S. M., Maslyn, J. M., Fedor, D. B., & Goodman, J. S. (1997). Putting upward influence strategies in context. Journal of Organizational Behavior, 18, 17-42.
  • Ferguson, K. J. (2006). The organızational climate of elementary schools and dımensions of school mindfulness: A study of social processes (Unpublished doctoral dissertation). San Antonio University, United States.
  • Furst, S. A., & Cable, D. M. (2008). Employee resistance to organizational change: Managerial influence tactics and leader-member exchange. Journal of Applied Psychology, 93(2), 453-462.
  • Gage, C. Q. (2003). The meaning and measure of school mindfulness: An exploratory analysis (Unpublished doctoral dissertation). The Ohio State University, United States.
  • Gilbert, B. J. (2012). Describing a principal's work toward resiliency: The nature of mindful leading (Unpublished doctoral dissertation). Washington State University, United States.
  • Günbayı, D., Dağlı, E. ve Kalkan, F. (2013). İlköğretim okulu müdürlerinin destekleyici davranışları ile öğretmenlerin örgütsel vatandaşlık davranışları arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 19(4), 575-602.
  • Hoy, W. K. (2002). An analysis of enabling and mindful structures. Journal of Educational Administration, 41(1), 87-108.
  • Hoy, W. K. (2003). An analysis of enabling and mindful school structures: Some theoretical, research and practical considerations. Journal of Educational Administration, 41(1), 87-108.
  • Hoy, W. K., Gage, C. Q., & Tarter, C. J. (2004). Theoretical and empirical foundations of mindful school structure. In W. K. Hoy, C. Miskel (Eds.), Educational organization, policy and reforms: Research and measurement (p. 305-335). USA: Information Age.
  • Hoy, W. K., Gage, C. Q., & Tarter, C. J. (2006). School mindfulness and faculty trust: Necessary conditions for each other? Educational Administration Quarterly, 42(2), 236- 225.
  • Jones, M., H. (1992). A study of the influence strategies used by principals of distinguished schools (Unpublished doctoral dissertation). University of La Verne, United States.
  • Kearney, W. S., Kelsey, C., & Herrington, D. (2013). Mindful leaders in highly effective schools: A mixed-method application of Hoy's M-scale. Educational Management Administration & Leadership, 41, 316-335.
  • Kipnis, D., Schmidt, S. M., Swaffin-Smith, C., & Wilkinson, I. (1984). Patterns of managerial ınfluence: Shotgun managers, tacticians, and bystanders. Organizational Dynamics, 12(3), 58-67.
  • Kipnis, D., Schmidt, S. M., & Wilkinson, I. (1980). Intraorganizational influence tactics: Explorations in getting one's way. Journal of Applied Psychology, 65(4), 440-452.
  • Klocke, U. (2009). 'I am the best': Effects of influence tactics and power bases on powerholders' self-evaluation and target evaluation. Group Processes Intergroup Relations, 12(5), 619-637.
  • Kreitner, R., & Kinicki, A. (2013). Organizational behavior. New York: McGraw- Hill/Irwin.
  • Kuru, S. (2013). Okul yöneticileri ve öğretmenlerin birbirlerini etkileme taktiklerinin örgütsel adalet ile ilişkisi (Yayımlanmamış doktora tezi). Ankara Üniversitesi, Ankara.
  • Lian, L. K., & Tui, L. G. (2012). Leadership styles and organizational citizenship behavior: The mediating effect of subordinates' competence and downward influence tactics. Journal of Applied Business and Economics, 13(2), 59-96.
  • Luecke, R. (2007). Güç, etki ve ikna (Çev. T. Parlak). İstanbul: İş Bankası.
  • Maher, B. L. (1999). Influence tactics employed by high school assistant principals in attempting to influence their principals (Unpublished doctoral dissertation). Nebraska University, United States.
  • Mehtap, Ö. (2011). Örgüt içi politik davranışların örgütsel vatandaşlık davranışı üzerindeki etkisi (Yayımlanmamış doktora tezi). İstanbul Üniversitesi, İstanbul.
  • McShane, S. L., & Von Glinow, M. A. Y. (2008). Organizational behavior: Essentials. New York: McGraw-Hill/Irwin.
  • Moideenkutty, U., & Schmidt, S. M. (2011). Leadership tactics: Enabling quality social exchange and organizational citizenship behavior. Organization Management Journal, 8(4), 229-241.
  • Nguni, S., Sleegers, P., & Denessen, E. (2006). Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case. School Effectiveness and School Improvement, 17(2), 145-177.
  • Northouse, P. G. (2007). Leadership: Theory and practice. Thousand Oaks, California: Sage Publications.
  • Organ, D. W. (1988). Organizational citizenship behavior. Lexington, MA: D.C. Heath.
  • Organ, D. W. (1990). The motivational basis of organizational citizenship behavior. In B. M. Staw, L. L. Cummings (Eds.), Research in organizational behavior (pp. 43-72). Greenwich, CT: JAI Press.
  • Özdevecioğlu, M. (2003). Örgütsel vatandaşlık davranışı ile üniversite öğrencilerinin bazı demografik özellikleri ve akademik başarıları arasındaki ilişkilerin belirlenmesine yönelik bir araştırma. Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 20,117-135.
  • Owens, R. G. (2004). Organizational behavior in education: Adaptive leadership and school reform. Boston: Pearson Education, Inc.
  • Ölçüm-Çetin, M. (2004). Örgütsel vatandaşlık davranışı. Ankara: Nobel.
  • Podsakoff, P.M., Mackenzei, S.B., Paine, J.B., & Bachrach, D.G. (2000). Organizational citizenship behaviors: A critical review of the theoretical and empirical literature and suggestions for future research. Journal of Management, 26(3), 513-563.
  • Polat, S. (2007). Ortaöğretim öğretmenlerinin örgütsel adalet algıları, örgütsel güven düzeyleri ile örgütsel vatandaşlık davranışları arasındaki ilişki. (Yayımlanmamış doktora tezi). Kocaeli Üniversitesi, Kocaeli.
  • Porter, A. W., Lemon, D. K., & Landry, R. G. (1989). School climate and administrative power strategies of elementary school principals. Psychological Reports, 65, 1267-1271.
  • Robbins, S. P., & Judge, T. A. (2012). Essentials of organizational behavior. New Jersey: Pearson Education.
  • Rogers-Backus, B. L. (2010). The influence tactic preferred by teaching faculty: An exploratory case study (Unpublished doctoral dissertation). Capella University, United States.
  • Runhaar, P., Konermann, J., & Sanders, K. (2013). Teachers' organizational citizenship behaviour: Considering the roles of their work engagement, autonomy and leader-member exchange. Teaching and Teacher Education, 30, 99-108.
  • Scarbrough, C. S. (2005). Aspects of school mindfulness and dimensions of faculty trust: Social processes in elementary school (Unpublished doctoral dissertation). The University of Texas, San Antonio.
  • Sezgin, F. (2005). Örgütsel vatandaşlık davranışları: Kavramsal bir çözümleme ve okul açısından bazı çıkarımlar. Gazi Eğitim Fakültesi Dergisi, 25(1), 317-339.
  • Sheer, V. (2012). Supervisors' use of influence tactics for extra-role tasks: Perceptions by ingroup versus outgroup members in organizations in Hong Kong. Southern Communication Journal, 77(2), 143-162.
  • Sims, R. (2011). Mindfulness and academic optimism: A test of their relationship (Unpublished doctoral dissertation). University of Alabama, United States.
  • Smith, P. A., & Scarbrough, C. S. (2011). Mindful school as high-reliability organizations: The effect of trust on organization mindfulness. In M. F. DiPaola, P. B. Forsyth (Eds.), Leading research in educational administration (pp. 17-44). USA: Information Age.
  • Somech, A., & Drach-Zahavy, A. (2004). Exploring organizational citizenship behavior from an organizational perspective: The relationship between organizational learning and organizational citizenship behavior. Journal of Occupational and Organizational Psychology, 77, 281-298.
  • Somech, A., & Ron, I. (2007). Promoting organizational citizenship behavior in schools: The impact of individual and organizational characteristics. Educational Administration Quarterly, 43(1), 38-66.
  • Sparrowe, R.T., Soetjipto, B.W. & Kraimer, M.L. (2006). Do leaders' influence tactics relate to members' helping behavior? It depends on the quality of the relationship. Academy of Management Journal, 49(6), 1194-1208.
  • Steele, M. M. (2008). Leading high reliability schools: The effects of organizational mindfulness on collective efficacy (Unpublished doctoral dissertation). The University of Texas, San Antonio.
  • Sweetland, S. R., & Hoy, W. K. (2000). School characteristics and educational outcomes: Toward an organizational model of student achievement in middle schools. Educational Administration Quarterly, 36(5), 703-729.
  • Tracy, J. C. (2007). Mindfulness and enabling structure as predictors of school effectiveness (Unpublished doctoral dissertation). ST. John's University, United States.
  • Ünal, A. & Çelik, M. (2013). Okul yöneticilerinin öğretimsel liderlik davranışı ile öğretmenlerin örgütsel vatandaşlık davranışlarının analizi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 6(2), 239-258.
  • Watts, D., M. (2009). Enabling school structure, mindfulness, and teacher empowerment: Test of a theory (Unpublished doctoral dissertation).The University of Alabama, United States.
  • Weick, K. E., & Sutcliffe, K. M. (2007). Managing the unexpected. San Francisco: Jossey-Bass.
  • Wickstrom, G., G. (1981). An exploratory study of the exercise of influence tactics (Unpublished doctoral dissertation). University of La Verne, United States.
  • Williams, B., W. (2010). Organizational health and mindfulness as predictors of school effectiveness: Using the balanced scorecard (Unpublished doctoral dissertation). The University of Alabama, United States.
  • Williams, L.J., & Anderson, S.E. (1991). Job satisfaction and organizational commitment as predictors of organizational citizenship and in-role behavior. Journal of Management, 17, 601-617.
  • Yukl, G. (2013). Leadership in organizations. Upper Saddle River, NJ: Pearson Prentice Hall.
  • Yukl, G., Chavez, C., & Seifert, C.F. (2005). Assessing the construct validity and utility of two new influence tactics. Journal of Organizational Behavior, 26, 705- 725.
  • Yukl, G., & Falbe, C. M. (1990). Influence tactics and objectives in upward, downward, and lateral influence attempts. Journal of Applied Psychology, 75(2), 132-140.
  • Yukl, G., Seifert, C. F., & Chavez, C. (2008). Validation of the extended influence behavior questionnaire. The Leadership Quarterly, (19), 609-621.