İlkokul ve ortaokullarda görev yapan öğretmenlerin örgütsel bağlılık ve motivasyonları arasındaki ilişki (Bolu ili örneği)
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Tarih
2017
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info:eu-repo/semantics/openAccess
Özet
Bu araştırma; ilkokul ve ortaokullarda görev yapan öğretmenlerin örgütsel bağlılıkları ile motivasyonları arasındaki ilişkiyi tespit etmek amacıyla yapılmıştır. Araştırmada yöntem olarak tarama modeli kullanılmıştır. Araştırmanın evrenini, 2013-2014 eğitim-öğretim yılı Bolu ili, merkez ilçede bulunan ilkokul ve ortaokullarda görev yapan 1039 öğretmen oluşturmaktadır. Araştırma, evrenin tamamını kapsamış olup örneklem alma yoluna gidilmemiştir. Dağıtılan ölçeklerin 446 tanesi geri dönmüş olup, 441 tanesi değerlendirmeye alınmıştır. Araştırmada veri toplama aracı olarak Allen ve Meyer (1993) tarafından geliştirilen ve Wasti (2000) tarafından Türkçe'ye uyarlanan Örgütsel Bağlılık Ölçeği ile Yıldırım (2006) tarafından geliştirilen Motivasyon Ölçeği kullanılmıştır. Öğretmenlerin örgütsel bağlılık ve motivasyon düzeylerini belirlemede frekans, ortalama, yüzde ve standart sapmalarına bakılmış olup; alt problemlere bağlı olarak verilerin çözümlenmesi aşamasında Mann Whitney U, Kruskal Wallis H ve Spearman's Rho Korelasyon Analizi yapılmıştır. Öğretmenlerin örgütsel bağlılık düzeylerine ilişkin görüşleri incelendiğinde en yüksek ortalamanın "bir parça katılıyorum" düzeyinde duygusal bağlılık boyutunda olduğu, en düşük ortalamanın ise "tarafsızım" düzeyinde devam bağlılığı boyutunda olduğu görülmüştür. Öğretmenlerin, motivasyon düzeylerine ilişkin görüşleri incelendiğinde ise toplam ölçekte ve tüm alt boyutlarda "orta" düzeyinde bir ortalamaya sahip oldukları görülmüştür. Öğretmenlerin örgütsel bağlılık düzeylerini etkileyebileceği düşünülen demografik faktörler incelenmiş ve yapılan Mann Whitney-U Testi'ne göre öğretmenlerin örgütsel bağlılık düzeylerinin; cinsiyet ve medeni durum değişkenlerine göre anlamlı bir farklılık göstermediği; ancak görev değişkenine göre örgütsel bağlılığın devam bağlılığı boyutunda anlamlı bir farklılık gösterdiği görülmüştür. Kruskal Wallis-H Testi'ne göre öğretmenlerin örgütsel bağlılık düzeylerinin; kıdem ve öğrenim durumu değişkenlerine göre anlamlı bir farklılık göstermediği görülmüştür. Öğretmenlerin motivasyon düzeylerini etkileyebileceği düşünülen demografik faktörler incelenmiş ve yapılan Mann Whitney-U Testi'ne göre öğretmenlerin motivasyon düzeylerinin; cinsiyet değişkenine göre anlamlı bir farklılık gösterdiği görülürken, medeni durum ve görev değişkenlerine göre anlamlı bir farklılık göstermediği görülmüştür. Kruskal Wallis-H Testi'ne göre öğretmenlerin motivasyon düzeylerinin; kıdem değişkenine göre anlamlı bir farklılık gösterdiği görülürken, öğrenim durumu değişkenine göre anlamlı bir farklılık göstermediği görülmüştür. Öğretmenlerin örgütsel bağlılıkları ile motivasyon düzeyleri arasındaki ilişkiyi belirlemek amacıyla yapılan Spearman's Rho Korelasyon Analizi'ne göre; öğretmenlerin örgütsel bağlılıkları ile motivasyonları arasında, pozitif yönde, orta düzeyde ve anlamlı bir ilişki olduğu görülmüştür.
This study was conducted to determine the relationship between organizational commitment and motivation among primary and elementary school teachers.In this study, survey method was used as instrument.The scope of the study is composed of 1039 teachers working at primary and elementary schools in Bolu Province center in 2013-2014 academic year.Ramdom sample approach were not employed and the survey was conducted on all the teachers working in province center.446 of distributed questionnaires were returned and 441 questionnaires were evaluated.As data collecting instruments "Organizational Commitment Questionnaire" developed by Allen and Meyer (1993) and translated into Turkish by Wasti (2000) and "Motivation Questionnaire" developed by Yıldırım (2006) were conducted to the teachers.To determine the levels of organizational commitment and motivation frequency, average, percentage and standard deviation were assessed. In the process of data analysis related to sub-problems Mann Whitney U, Kruskal Wallis H and Spearman's Rho Correlation Analysis were conducted.When teachers' opinions on organizational commitment were analysed, it was observed that the dimension of affective commitment had highest rating with 'partly agree' and the dimension of continuance commitment had lowest rating with 'neutral'. As teachers' opinions on motivation levels were analysed, it was observed that the rating of the questionnaire and all subdimensions was 'average'.Demographic factors which could effect the levels of teacher's organizational commitment were analyzed. Data gathered with Mann Whitney-U Test indicates that teachers' organizational commitment levels do not differ significantly according to gender and marital status variables. However the dimension of continuance commitment differs meaningfully according to teachers' branches. Data gathered with Kruskal Wallis-H Testpointed out that levels of teacher's organizational commitment do not differ significantly according to seniority and education variables.Demographic factors which could effect the levels of teacher's motivation were analyzed. Data gathered with Mann Whitney-U Test indicates that teachers' motivation levels differ meaningfully according to gender variable on the other hand marital status and teachers' branches do not effect motivation levels significantly. Data gathered with Kruskal Wallis-H Testpointed out that levels of teacher's motivation differ meaningfully according to seniority variable however education variable does not effect motivation levels significantly. According to Spearman's Rho Correlation Analysis performed to determine the relationship between organizational commitment and motivation among teachers, there is a positively related, meaningful and average relation between organizational commitment and motivation.
This study was conducted to determine the relationship between organizational commitment and motivation among primary and elementary school teachers.In this study, survey method was used as instrument.The scope of the study is composed of 1039 teachers working at primary and elementary schools in Bolu Province center in 2013-2014 academic year.Ramdom sample approach were not employed and the survey was conducted on all the teachers working in province center.446 of distributed questionnaires were returned and 441 questionnaires were evaluated.As data collecting instruments "Organizational Commitment Questionnaire" developed by Allen and Meyer (1993) and translated into Turkish by Wasti (2000) and "Motivation Questionnaire" developed by Yıldırım (2006) were conducted to the teachers.To determine the levels of organizational commitment and motivation frequency, average, percentage and standard deviation were assessed. In the process of data analysis related to sub-problems Mann Whitney U, Kruskal Wallis H and Spearman's Rho Correlation Analysis were conducted.When teachers' opinions on organizational commitment were analysed, it was observed that the dimension of affective commitment had highest rating with 'partly agree' and the dimension of continuance commitment had lowest rating with 'neutral'. As teachers' opinions on motivation levels were analysed, it was observed that the rating of the questionnaire and all subdimensions was 'average'.Demographic factors which could effect the levels of teacher's organizational commitment were analyzed. Data gathered with Mann Whitney-U Test indicates that teachers' organizational commitment levels do not differ significantly according to gender and marital status variables. However the dimension of continuance commitment differs meaningfully according to teachers' branches. Data gathered with Kruskal Wallis-H Testpointed out that levels of teacher's organizational commitment do not differ significantly according to seniority and education variables.Demographic factors which could effect the levels of teacher's motivation were analyzed. Data gathered with Mann Whitney-U Test indicates that teachers' motivation levels differ meaningfully according to gender variable on the other hand marital status and teachers' branches do not effect motivation levels significantly. Data gathered with Kruskal Wallis-H Testpointed out that levels of teacher's motivation differ meaningfully according to seniority variable however education variable does not effect motivation levels significantly. According to Spearman's Rho Correlation Analysis performed to determine the relationship between organizational commitment and motivation among teachers, there is a positively related, meaningful and average relation between organizational commitment and motivation.
Açıklama
Anahtar Kelimeler
İlkokul, Ortaokul, Öğretmen, Örgütsel Bağlılık, Motivasyon, Primary School, Secondary School, Teacher, Organizational Commitment, Motivation
Kaynak
Turkish Studies (Elektronik)
WoS Q Değeri
Scopus Q Değeri
Cilt
12
Sayı
4