Öğretmenlerin iş yaşam kalitesi, örgütsel özdeşleşme ve işe gömülmüşlük düzeyleri arasındaki ilişki
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, öğretmenlerin iş yaşam kalitesi, örgütsel özdeşleşme ve işe gömülmüşlükleri arasındaki ilişkileri incelemektir. Araştırmada nicel yöntem seçilmiş olup betimsel, nedensel karşılaştırma ve ilişkisel model kullanılmıştır. Araştırmanın evreni, Sivas il merkezin kamu okullarında görev yapmakta olan tüm kademelerdeki öğretmenlerden oluşmaktadır. Araştırmanın örneklem grubunun belirlenmesi için tabakalı örnekleme yöntemi kullanılmıştır. Bu yöntemle evrendeki tüm popülasyon yerine 387 kişiye ulaşılmıştır. Araştırmanın verileri "İş Yaşam Kalitesi Ölçeği", "Örgütsel Özdeşleşme Ölçeği", "İşe Gömülmüşlük Ölçeği" kullanılarak elde edilmiştir. Verilerin analizinde normallik testleri yapılmış ve veri setinin normal dağılım sergilediği belirlendiği için parametrik testlerle ilerlenmiştir. Gruplar arası farklılıkların belirlenmesinde ise bağımsız örneklemler t testi uygulanmıştır. İkiden fazla alt gruplar arasındaki farklılıkları belirlemek için tek yönlü Anova testi kullanılmıştır. Fark testlerinde anlamlı değere ulaşıldığında Bonferroni testi yapılmıştır. Araştırmada değişkenler arasındaki ilişkinin düzeyini belirlemek için Pearson korelasyon katsayısı hesaplanmıştır. Öğretmenlerin iş yaşam kalitesi ile işe gömülmüşlük arasındaki ilişkide örgütsel özdeşleşmenin aracılık rolünü tespit etmek için yapısal eşitlik modeli ile yol analizi yapılmıştır. Yapılan analizler sonucunda öğretmenlerin iş yaşam kalitesi, örgütsel özdeşleşme ve işe gömülmüşlük algılarının orta düzeyinin üzerinde olduğu bulgusuna ulaşılmıştır. Araştırma bulgularında öğretmenlerin iş yaşam kalitesi ve işe gömülmüşlük ile ilgili algılarının cinsiyet, kıdem ve okul kademesi değişkenine göre istatistiksel açıdan anlamlı bir farklılık oluşturmadığı saptanırken; öğretmenlerin örgütsel özdeşleşme algılarının cinsiyet değişkenine göre erkekler lehine, mesleki kıdem değişkenine göre daha kıdemli öğretmenler lehine ve okul kademesi değişkenine göre ortaokul ve lise kademelerinde görev yapan öğretmenlerden lise kademesinde görev yapan öğretmenler lehine anlamlı düzeyde farklılaştığı görülmüştür. Araştırmada öğretmenlerin iş yaşam kaliteleri, örgütsel özdeşleşme ve işe gömülmüşlükleri arasında pozitif bir ilişki olduğu belirlenmiş olup öğretmenlerin iş yaşam kaliteleri ve işe gömülmüşlükleri üzerinde örgütsel özdeşleşmenin aracı rol üstlendiği sonucuna ulaşılmıştır. Araştırma sonuçlarına dayanarak öğretmenlerin iş yaşam kalitesi, örgütsel özdeşleşme ve işe gömülmüşlük algılarını destekleyen etkenlere yönelik iyileştirmeler yapılması önerilmektedir
The aim of this research is to examine the relationships between teachers' quality of work life, organizational identification, and job embeddedness. A quantitative method was chosen for the research, and a descriptive, causal comparative, and relational model was employed. The population of the research consists of teachers at all levels working in public schools in the city center of Sivas. Stratified sampling method was used to determine the research sample group, reaching 387 individuals instead of the entire population. The data for the research were obtained using the "Quality of Work Life Scale," "Organizational Identification Scale," and "Job Embeddedness Scale." Normality tests were conducted in the data analysis, and since it was determined that the data set exhibited a normal distribution, parametric tests were used. The independent samples t-test was applied to determine differences between groups, and one-way ANOVA test was used to identify differences between more than two subgroups. When a significant value was reached in the difference tests, the Bonferroni test was performed. In the study, Pearson correlation coefficient was calculated to determine the level of relationship between variables. Path analysis was conducted using structural equation modeling to determine the mediating role of organizational identification in the relationship between teachers' quality of work life and job embeddedness. As a result of the analyses, it was found that teachers' perceptions of quality of work life, organizational identification, and job embeddedness were above the medium level. In the research findings, it was determined that teachers' perceptions of quality of work life and job embeddedness did not create a statistically significant difference according to gender, seniority, and school level variables. However, it was observed that teachers' organizational identification perceptions differed significantly in favor of men according to the gender variable, and in favor of more senior teachers according to the professional seniority variable. According to the school level variable, it was observed that there was a significant difference in favor of the teachers working at the secondary school and high school levels in favor of the teachers working at the high school level.. In the study, it was determined that there was a positive relationship between teachers' quality of work life, organizational identification, and job embeddedness, and it was concluded that organizational identification played a mediating role on teachers' quality of work life and job embeddedness. Based on the research results, it is recommended that improvements be made towards the factors that support teachers' perceptions of quality of work life, organizational identification, and job embeddedness.
The aim of this research is to examine the relationships between teachers' quality of work life, organizational identification, and job embeddedness. A quantitative method was chosen for the research, and a descriptive, causal comparative, and relational model was employed. The population of the research consists of teachers at all levels working in public schools in the city center of Sivas. Stratified sampling method was used to determine the research sample group, reaching 387 individuals instead of the entire population. The data for the research were obtained using the "Quality of Work Life Scale," "Organizational Identification Scale," and "Job Embeddedness Scale." Normality tests were conducted in the data analysis, and since it was determined that the data set exhibited a normal distribution, parametric tests were used. The independent samples t-test was applied to determine differences between groups, and one-way ANOVA test was used to identify differences between more than two subgroups. When a significant value was reached in the difference tests, the Bonferroni test was performed. In the study, Pearson correlation coefficient was calculated to determine the level of relationship between variables. Path analysis was conducted using structural equation modeling to determine the mediating role of organizational identification in the relationship between teachers' quality of work life and job embeddedness. As a result of the analyses, it was found that teachers' perceptions of quality of work life, organizational identification, and job embeddedness were above the medium level. In the research findings, it was determined that teachers' perceptions of quality of work life and job embeddedness did not create a statistically significant difference according to gender, seniority, and school level variables. However, it was observed that teachers' organizational identification perceptions differed significantly in favor of men according to the gender variable, and in favor of more senior teachers according to the professional seniority variable. According to the school level variable, it was observed that there was a significant difference in favor of the teachers working at the secondary school and high school levels in favor of the teachers working at the high school level.. In the study, it was determined that there was a positive relationship between teachers' quality of work life, organizational identification, and job embeddedness, and it was concluded that organizational identification played a mediating role on teachers' quality of work life and job embeddedness. Based on the research results, it is recommended that improvements be made towards the factors that support teachers' perceptions of quality of work life, organizational identification, and job embeddedness.
Açıklama
Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Yönetimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
