Örgütsel özdeşleşmenin algılanan örgütsel destek,cinsiyet ve kıdem değişkenlerine göre incelenmesi

Bu araştırmanın amacı, ilköğretim okulu öğretmenlerinin örgütsel özdeşleşme düzeylerini algılanan örgütsel destek, cinsiyet ve kıdem değişkenlerine göre incelemektir. Araştırmanın çalışma grubunu, 2008-2009 eğitim-öğretim yılında random tekniği ile seçilen Ankara'da devlete bağlı sekiz resmî ilköğretim okulunda görevli 247 öğretmen oluşturmaktadır. Araştırmada öğretmenlerin örgütsel özdeşleşme düzeyleri "Örgütsel Özdeşleşme Ölçeği" ile okulların örgütsel destek düzeyleri ise"Algılanan Örgütsel Destek Ölçeği" ile belirlenmiştir. Verilerin analizinde Pearson Momentler Çarpımı Korelasyon Katsayısı, Basit Regresyon Analizi, t-testi ve varyans analizi kullanılmıştır. Analiz sonuçları örgütsel özdeşleşme ile algılanan örgütsel destek arasında anlamlı bir ilişki olduğunu göstermiştir. Ayrıca kıdemi 16-20 yıl olan öğretmenlerde, diğerlerine göre örgütsel özdeşleşmenin en yüksek düzeyde olduğu sonucuna varılmıştır.

An examination of organizational identification in terms of the some variables such as perceieved organizational support,gender and teaching experience

This article proposes to examine teachers' organizational identification in terms of the some variables such as perceieved organizational support, gender and teaching experience at primary school. Totaly 247 teachers, who work in eight state primary schools chosen by random method in Ankara in 2008-2009 school year, constitute participants of the research.Teachers' organizational identification levels was determined with "Organizational Identification Scale" whereas school organizational support level was determined with "Perceived Organizational Support Scale". Pearson Moments Product Correlation Coefficient, Bivariate Regrasyon Analysis, t-test and analysis of variance were used in order to analysing data. The results mainly showed that there is a significant relationship between organizational identification and perceieved organizational support. Moreover, the results also revealed that teachers who have 16-20 years teaching experience have the highest organizational identification level in terms of the other teachers.

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