Bu araştırmanın amacı, öğretmenlerin öğretimsel, yönetsel ve adalet boyutlarında algıladıkları örgütsel desteğin okullarındaki iletişim iklimine yönelik algılarını yordayıp yordamadığını incelemektir. Çalışmanın örneklemini Hatay ili merkez ilçeleri olan Antakya ve Defne’deki ilköğretim okullarında görev yapmakta olan toplam 405 (222 kadın, 183 erkek) öğretmen oluşturmaktadır. Çalışmanın verileri Costigan ve Schmeidler (1987) tarafından geliştirilip Özden (2009) tarafından Türkçeye uyarlanan “İletişim İklimi Envanteri” ile Çobanoğlu ve Derinbay (2011) tarafından geliştirilen “Algılanan Örgütsel Destek Ölçeği” aracılığıyla elde edilmiştir. Verilerin analizinde çoklu regresyon analizi yöntemi kullanılmıştır. Elde edilen bulgular, algılanan örgütsel desteğin alt boyutlarından olan yönetimsel destek algısı ve adalet algısının, öğretmenlerin okullarındaki destekleyici ve savunmacı iletişim iklimi algısını yordayan önemli değişkenler olduğunu göstermektedir. Ancak algılanan örgütsel desteğin alt boyutlarından olan öğretimsel desteğin ise öğretmenlerin iletişim iklimine yönelik algılarını yordayıcı bir değişken olmadığı görülmüştür. Söz edilen bulgular konu üzerine oluşan alanyazın dikkate alınarak tartışılmıştır.
The aim of this research is to study whether the organizational support that teachers perceive in their teaching, administrative and justice dimensions can be understood by their perceptions of the communication climate in their schools. The examples of the study are made up of a total of 405 teachers (222 women, 183 men) working in the primary school in Antakya and Defne, the central districts of Hatay. The data of the study was obtained through the "Algulanan Organizational Support Scale" developed by Costigan and Schmeidler (1987) and adapted to Turkish by Özden (2009) with the "Communication Climate Reserve" developed by Çobanoğlu and Derinbay (2011). Multiple regression analysis methods are used in data analysis. The findings show that the perception of administrative support and the perception of justice, which are the underdimensions of the organizational support perceived, are important variables that influence the perception of the supporting and defensive communication climate in teachers’ schools. However, the educational support, which is from the underdimensions of the organizational support perceived, has not been seen as a variable in the perception of teachers about the communication climate. The conclusions were discussed by consideration of the subject matter.
The present study aims to examine the extent to which teachers’ perceived organizational support regarding instructional support, administrative support and justice predicted their perceptions on communication climate in their schools. The sample of this study consisted of 405 (222 female, 183 male) primary and secondary school teachers in Antakya and Defne districts of Hatay province in Turkey. The data of the study were obtained through "Communication Climate Inventory" which is developed by Costigan and Schmeidler (1987) and adapted into Turkish by Özden (2009), and "Perceived Organizational Support Scale" developed by Çobanoğlu and Derinbay (2011). Multiple regression analysis was used to analyze the data. The results showed that perceived administrative support and justice as sub-dimensions of perceived organizational support were important predictive variables of teachers’ perceived supportive and defensive communication climate in their schools. However, it was observed that instructional support was not a predictive variable of teachers’ perceived communication climate. The results obtained are discussed by considering the related literature.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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