Bu çalışmada mekanik okul yapısı ile öğretmen performansı arasındaki ilişki ve rol belirsizliğinin mekanik okul yapısı ile öğretmen performansı arasındaki ilişki üzerinde arabuluculuk etkisi incelenmek amaçlanmıştır. Bu araştırma ilkokullarda yapılmıştır. Bu çalışmanın katılımcıları Bolu ilinde yer alan 22 ilkokulda görev yapan 215 sınıf öğretmeninden oluşmaktadır. Bu çalışmada sınıf öğretmenlerinin mekanik okul yapısına ilişkin algılarını belirlemek için Freund ve Drach-Zanavy (2007) tarafından geliştirilen mekanik örgüt yapısı ölçeği, performans düzeylerini belirlemek için Podsakoff ve MacKenzie (1989) tarafından geliştirilen rol performans ölçeği ve rol belirsizliğini ölçmek için ise Rizzo v.d. (1970) tarafından geliştirilen rol belirsizliği ölçeği kullanılmıştır. Araştırmada elde edilen verilerin analizinde aritmetik ortalama, standart sapma, korelasyon analizi ve yapısal eşitlik modellemesi kullanılmıştır. Bu çalışmada konuyla ilgili bilgi alınan sınıf öğretmenlerinin mekanik okul yapısına ilişkin algılarının ortalama değerin üzerinde olduğu, sınıf öğretmenlerinin ortalama değerin altında rol belirsizliğine sahip oldukları ve orta düzeyde ise performans gösterdiklerini bulunmuştur. Korelasyon analizi sonuçları mekanik okul yapısı ile rol belirsizliği arasında negatif yönlü anlamlı, öğretmen performansı ile pozitif yönlü anlamlı ilişki olduğunu göstermiştir. Rol belirsizliği ile performans arasında ise negatif ilişki olduğu bulunmuştur. Yapılan yol analizi sonuçları mekanik okul yapısının öğretmen performansı üzerinde doğrudan etkiye sahip olmadığını göstermiştir. Yol analizi sonuçları okul yapısının öğretmen performansı üzerinde doğrudan etkiye sahip olmadığı, ancak rol belirsizliği aracılığıyla dolaylı etkisinin olduğunu ortaya çıkarmıştır

As research on organizational structure revealed that structure has effect on employees, organizational sructure has been a factor that scholars and practitioners take into account in order to describe, explain, and change the experiences and behaviors of employees (Ertaş, 2014; Grant and Parker, 2009; Uysal and Aydemir, 2014). Organizational structure affects how jobs, tasks, and roles are structured, performed, and modified, as well as effect on employees and organizational outcomes (Grant ve Parker, 2009). One of the factors which organizational structure has effect is employees’ performance. It is argued that in mechanistic organizational structure which are characterized by high-level centralization, formalization and directive leadership, employee perform effectively routine, unchanging ve repeating tasks (Lillrank, 2003). In the studies carried out on this topic, it was founded that there is the relationship between organizational structure and employees’ performance (Andrews, 2010; Freund and Drach-Zahavy, 2007; Ogaard, Marnburg and Larsen, 2008). The study conducted in education revealed that there is the relationship between organizational structure and teachers’ performance (Horng, 2009). Mechanic organizational structure has an effect on employees’ performance as well as role uncertainty. The studies conducted on the topic indicated that there is negatively the relationship between mechanic organizational structure and role uncertainty (Aghgholen et al., 2014; Conley and You, 2014; Johnson et al., 1998). In the study carried out by Conley and You (2014), it was founded that in schools with high-level mechanically structured, tachers have low perceive of role uncertainty. Employees who know their roles well will perform their task effectively (Ünsar ve Oğuzhan, 2009). Employees who do not know their roles well will experience role uncertainty so that they will not know what do, and may have poor performance (Ünsar and Oğuzhan, 2009). In mechanic school structure, it can expected that teachers do assigned behaviors about how will perform their teaching activities (Hoy and Miskel, 2010). This may contribute that teachers have knowledge about how do jobs. Considering information give to employees in organizations may reduce role uncertainty and help them to make the required tasks (Van de Bunt, 2012), it is argued that teachers in mechanic school structure may experince low level of role uncertainty, and this may positively affect the performance of teachers. Based on this explanations, It might suggested that mechanic school structure may affect directly teachers’ performance and indirectly via role uncertainty. Method This study was carried out in public primary schools. The participants for this study consisted of 215 classroom teachers at 22 primary schools located in the province of BOLU. Classroom teachers in the sample were 57.2 % female, and 42.8 % male. Of teachers 16.7 % had a bachelor’s degree, 62.8 % a college degree and 20.5 % a master’s degree. With regard to experience, 5.1 % of teachers had been working for 1–5 years, 22.8 % for 6–10 years, 27 % for 11–15 years, 19.1 % for 16–20 years and 26 % for 21 years or more. In this study, to determine perceives of classroom teachers’ mechanistic school structure, it is used to mechanistic organizational structure scale developed by Freund and Drach-Zanavy (2007) and was adapted in Turkish Language by Cerit (in review). To determine their level of performance, it is used to role performance scale developed by Podsakoff and MacKenzie (1989) and was adapted in Turkish Language by Cerit (2012). To measure role uncertainty, it is used to role uncertainty scale developed by Rizzo et al. (1970). For the structure validity of the three scales, confirmatory factor analysis (CFA) was performed. Mechanistic organizational structure scale consists of 12 items and the single factor structure. The results of CFA indicated that fit index of the 12 items and the single factor of mechanistic organizational structure scale showed a good fit to the data (X2= 213.8, df=186 , X2/df= 1.1, RMSEA=.06, AGFI= .92 CFI=.92, GFI=.91, SRMR=.08). In addition, load values of the items of the mechanistic organizational structure scale ranged from .47 to .83. Consequently, it is revealed that the single factors structure of mechanistic organizational structure scale is a valid structure. Internal reliability was measured by using Cronbach alpha coefficient, and alpha was 0.87 for the scale. Role uncertainty scale has 6 items and the single factor. The results of CFA indicated that fit index of the 6 items and the single factor of role uncertainty scale showed a good fit to the data (X2= 173.9, df=124 , X2/df= 1.4, RMSEA=.05, AGFI=.91 CFI=.95, GFI=.96, SRMR=.04). In addition, load values of the items of the mechanistic organizational structure scale ranged from .68 to .98. Consequently, it is revealed that the single factors structure of role uncertainty scale is a valid structure. Internal reliability was measured by using Cronbach alpha coefficient, and alpha was 0.92 for this scale. Role performance scale consists of 5 items and the single factor structure. The results of CFA indicated that fit index of the 5 items and the single factor of role performance scale showed a good fit to the data (X2= 142.6, df=117 , X2/df= 1.2, RMSEA=.03, AGFI= .93 CFI=.94, GFI=.96, SRMR=.03). In addition, load values of the items of the mechanistic organizational structure scale ranged from .52 to .97. Consequently, it is revealed that the single factors structure of role performance scale is a valid structure. Internal reliability was measured by using Cronbach alpha coefficient, and alpha was 0.90 for the scale. Mean and standard deviation values were used to determine perceives of classroom teachers’ mechanistic school structure, role uncertainty, and level of performance. In order to examine the role that role uncertainty plays in mediating the effect of mechanistic school structure on classroom teachers’ performance, the path analysis was conducted.Results According to mean, the perceives of classroom teachers’ mechanistic school structure was over the midpoint on the scale, the perceives of teachers’ role uncertainty was low the midpoint, and the level of teachers’ performance was the midpoint. The findings of correlation analysis indicated that there was a significantly negative correlation between mechanic school structure and role uncertainty, whereas there was a significantly positive correlation between mechanic school structure and teachers’ performance. A path analysis was performed to test the fit between the proposed model. The results of the path analysis show that the model is more accurate and useful representation of the relationship among mechanic school structure, role uncertainty, and teachers’ performance (X2= 176.5, df=148, X2/df= 1.2, RMSEA=.07, AGFI= .88 CFI=.95, GFI=.91, SRMR=.07). The results of the path analysis show that mechanic school structure has not direct effect on teachers’ performance. The results of the analysis indicated that the mechanic school structure indirectly affect teachers’ performance via role uncertainty. Role uncertainty completely mediated the relationship between mechanic school structure and teachers’ performance Discussion In this study, it was found that the mechanic school structure had indirectly effect teachers’ performance through role uncertainty. Consistent with this result, previous research indicated that the mechanic school structure negatively related to role uncertainty (Aghgholen et al., 2014; Conley and You, 2014), and that there is negatively the relationship between role uncertainty and employees’ performance (Beauchamp et al., 2002; Ceylan and Ulutürk, 2006; Cordery et al., 2010; Showail et al., 2013; Tubre and Collins, 2000). Based on this result, it is possible to say that one of the ways to increase classroom teachers’ performance is to reduce role uncertainty through the mechanic school structure