Özet:

This study examined the perceptions of elementary school teachers about individual and organizational value congruence according to some variables, and provided several implications for person-organization value congruence at schools. In this study, a total of 575 teachers working in 40 elementary schools from central counties of Ankara were selected as the study sample by using cluster-sampling method. Results from this study indicated that a moderately significant positive correlation between teachers' perceptions of individual and organizational values was found. The results also showed that there were no statistically significant differences in perceptions of teachers' on person-organization value congruence in terms of gender, branch, years in current school, the last graduated school, educational level, and job satisfaction level. However, results demonstrated that teachers' perceptions on person-organization value congruence varied significantly depending on the years in profession, attitude towards the schools in which they work, and considering himself/herself as an important member of the school. According to the results, teachers with high job satisfaction, considering themselves as important members of schools, and having a strong commitment to schools had more positive person-organization value congruence perceptions than the others. Based on the results of the study, it was suggested that longitudinal studies on which values affect teachers' perceptions about teaching profession be conducted by using qualitative research techniques. Summary Person-organization (P-O) fit is a key to maintaining a committed workforce that is necessary in a competitive business environment (Cable Parsons, 2001). P-O fit can be defined as the congruence between the needs, values, and priorities of person and of organization (Kristof, 1996; Parkes, Bochner Schneider, 2001; Autry Daugherty, 2003). It is possible to say that this means there is a harmony between individual and organizational values (Goodman Svyantek, 1999). In another words, P-O fit is defined as the congruence between the norms and values of organizations and the values of persons (Chatman, 1989; Kraimer, 1997). The fit between people and organizations occurs when at least one entity provides what the others need, or they share similar fundamental characteristics, or both (Kristof, 1996; Kristof-Brown, 2000). In order to understand and predict the attitudes and behaviors of individuals with regard to their organizations, the fit between the individual and the organization may be examined. Studies on person-organization fit have shown several important implications for individual well-being and organizational outcomes. For instance, fit between a person's values and organizational values is related to behavioral and affective outcomes, such as longer tenure, greater organizational commitment and better job performance (O'Reilly III, Chatman Caldwell, 1991; Van Vianen, 2000). There are many research findings in the field of person-organization fit suggesting that while individual and organizational value congruence increases job satisfaction, organizational commitment and performance of employees, and helps workers demonstrate organizational citizenship behaviors and extra effort for acquiring objectives, it decreases the level of leaving the job, role ambiguities, and negative factors causing stress in organization (Chatman, 1989; Chatman, 1991; O'Reilly III, Chatman Caldwell, 1991; McDonald, 1993; Cable, 1995; Cable Judge, 1996; Kraimer, 1997; Meglino Ravlin, 1998; Finegan, 2000; Verquer, Beehr Wagner, 2003). P-O fit has most frequently been studied as person-organization value congruence (Chatman, 1989; Kristof-Brown, 2000). Values are the main important aspect of both employees and organizations that can be compared directly and meaningfully. A value is an enduring belief that a specific mode of conduct or end-state is preferable to its opposite. These enduring beliefs guide the attitudes, judgment, and behaviors of individuals (Rokeach, 1973; Chatman, 1989; Cable Judge, 1996). The values of a person directly affect his behavior in that they encourage him to act in accordance with his values. In this regard, values are one of the main forces which affect the behaviors of people (Meglino Ravlin, 1998). When an individual's values are congruent with those that are prevalent in his or her social environment or organization, the values of the social environment may positively affect the behaviors of the individual. Therefore, the congruence between teachers' individual values and organizational values of schools can be regarded as a tool for increasing job satisfaction level and organizational commitment of teachers and improving education quality. Method The purpose of this study was to examine the perceptions of elementary school teachers about individual and organizational value congruence according to some variables, and to provide several implications for person-organization value congruence at schools. For this aim, firstly, a general conceptual analysis on the importance of person-organization fit, and individual and organizational value congruence was presented. Then, considering the unique characteristics of schools, consequences of person-organization value congruence in terms of job satisfaction, organizational commitment and performance were discussed. As a descriptive study, dependent variables of this research were the perceptions of elementary school teachers on person-organization value congruence. Demographic variables of the teachers such as gender, branch, years in current school, years in profession, the last graduated school, attitude towards the school, educational status, job satisfaction level, and feeling himself/herself as an important and valuable member of the school were independent variables. In this study, a total of 575 teachers working in 40 elementary schools from central counties of Ankara (Altındağ, Çankaya, Etimesgut, Gölbaşı, Keçiören, Mamak, Sincan, and Yenimahalle) were selected as the study sample by using cluster-sampling method. The study sample consists of 364 female (63%) and 211 male (37%) teachers. Out of these teachers participating in the study, 340 (59%) were classroom teachers and 235 (41%) were in different branches. A self-developed questionnaire was used to gather data. The questionnaire involves both teachers' personal characteristics and a scale used for measuring person-organization value congruence. A normative technique was used to measure the values. This technique typically requires respondents to rate the extent they endorse a set of items or statements describing a value or set of values. In order to analyze the data, Pearson Product-Moment Correlation Coefficient, Independent Samples t-Test, One-Way Anova (ANOVA), Tukey-HSD Multiple Comparison Test, Kruskal Wallis H-Test, and Mann Whitney U-Test were used. Results and Findings Results from this study indicated that a moderately significant positive correlation between teachers' perceptions of individual and organizational values was found. The results also revealed that there were no statistically significant differences in perceptions of teachers' on person-organization value congruence in terms of gender, branch, years in current school, the last graduated school, educational level, and job satisfaction level. However, results demonstrated that teachers' perceptions on person-organization value congruence varied significantly depending on the years in profession, attitude towards the schools in which they work, and feeling himself/herself as an important member of the school. According to the results, teachers with high job satisfaction, feeling themselves as important members of schools, and having a strong commitment to schools had more positive person-organization value congruence perceptions than the others. Conclusion and Suggestions Since the results of the study showed that the teachers with high job satisfaction level were likely to have a more positive person-organization value congruence perception, it was recommended that the factors supporting teachers job satisfaction be investigated. Based on the results of the study, it was suggested that longitudinal studies on which values effect teachers' perceptions about teaching profession be conducted by using qualitative research techniques. In order to improve individual and organizational value congruence, teachers should be educated on ethical codes and values of teaching profession both by in-service education programmes and courses in universities before graduation. The managerial strategies allowing teachers to participate in the decision making processes and providing them with opportunities for supporting their individual and professional development should be seen as important. An effective communication among students, teachers, school managers, and parents should be developed for reinforcing values and ethical behaviors.

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