Abstract:

This study examined the impact of high school teachers’ perceptions of the bureaucratic structure of schools on teachers’ professionalism. This study, which was used by the Yordama model, included 341 teachers who worked in the Yenimahalle district of Ankara. Participants are applied to the scale of the school’s bureaucratic structure and the scale of the teachers’ professional professionalism. It has been included in the research as gender, teaching branch, educational status, school type, age and professional seniority control variables. Multiple regression analysis with visual statistics such as arithmetic average, standard deviation and Pearson correlation ratio was used to analyze the research data. The findings show that teachers consider the bureaucratic structures of schools to be greatly facilitating and that professional sensitivity is the professionalism they most appreciate. The level of personal development, professional sensitivity and emotional work of women teachers is higher than the level of male colleagues. The limiting size of the school structure is not a meaningful promoter of the personal development, contribution to the institution, and the dimensions of professional sensitivity of the teacher’s professionalism; it only has a negative impact on emotional work. On the other hand, the facilitating structure has a positive impact on the underdimensions of all teachers’ professionalism. The establishment of a facilitating bureaucratic structure in schools is important but not sufficient for the professionality of the teacher. With a facilitating bureaucratic structure, the positive climate and organizational support provided by school managers can be effective in increasing the professional professionalism of teachers.

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