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Örgütün amaçlarına ulaşma sürecini engelleyen kavramlardan birisi olarak kabul edilen örgütsel sessizlik gelişimin engeli olarak tanımlanmış ve işgörenlerin geribildirim sağlamasının engellerinden birisi olarak ele alınmıştır. Bu çalışmada, ilköğretim kademesindeki öğretmenlerin örgütsel sessizlik düzeylerini kendi görüşlerine dayalı olarak incelemek amaçlanmıştır. Araştırmada örgütsel sessizlik alt boyutlarıyla ele alınmış ve boyutların demografik değişkenlerle ilişkisi incelenmiştir. Öğretmenlerin sessizlik ölçeği boyutları incelendiğinde, sadece örgüt yararına sessizliği temsil eden ilişkisel boyut (=4.40) ortalamanın üzerinde ve en yüksek puan olarak bulunmuştur. Öğretmenlerin Örgütsel Sessizlik Ölçeği puanları, cinsiyetlerine göre anlamlı bir farklılık göstermemiştir. Analiz sonuçları, öğretmenlerin görüşlerinde okuldaki çalışma süresi bakımından anlamlı bir fark olduğunu, okulda çalışma süresi 10 yıl ve üzeri olan öğretmenlerin ilişkisel boyut görüşleri okulda çalışma süresi 0-5 yıl olan öğretmenlerin görüşlerinden daha olumlu olduğu belirlenmiştir. Ayrıca, öğretmenlerin görüşlerinde kıdemleri bakımından anlamlı farklar olduğunu, 16 ve üzeri yıl kıdeme sahip öğretmenlerin kabullenici boyut görüşleri 0-5 yıl kıdeme sahip öğretmenlerin kabullenici boyut görüşlerinden daha olumlu olduğu belirlenmiştir.
Organizational silence, which is considered to be one of the concepts that obstruct the process of achieving the organization’s goals, is defined as an obstacle and considered as one of the vital obstacles to the worker’s feedback. In this study, it was aimed to examine the organizational silence levels of the teachers at primary school level based on their own opinions. In the study, organizational silence was handled with sub-dimensions and the relationship between dimensions and demographic variables was examined. When the dimensions of the teachers' silence scale were examined, only the associative dimension (X̄=4.40) representing silence for the benefit of the organization was found above the average and highest score. In addition to that Teachers' Organizational Silence Scale scores did not show any significant difference according to gender. The results of the analysis showed that teachers' opinions were significant in terms of the duration of study at school and that the relative dimension views of teachers with 10 years of schooling and over were more positive than those of teachers with 0-5 years of study time at school. In addition, it was determined that there were significant differences in terms of seniority in the opinions of teachers, 16 and the acceptance dimension views of the teachers who had years of seniority were found to be more positive than the acceptance dimension views of teachers with 0-5 years of seniority.
Organizational silence, which is considered to be one of the concepts that obstruct the process of reaching organization’s goals, is defined as an obstacle and considered as one of the vital obstacles to the worker's feedback. In this study, it was aimed to examine the organizational silence levels of the teachers at primary school level based on their own opinions. In the study, organizational silence was handled with sub-dimensions and the relationship between dimensions and demographic variables was examined. When the dimensions of the teachers' silence scale were examined, only the associative dimension (X̄=4.40) representing silence for the benefit of the organization was found above the average and highest score. In addition to that Teachers' Organizational Silence Scale scores did not show any significant difference according to gender. The results of the analysis showed that teachers' opinions were significant in terms of the duration of study at school and that relational dimension views of teachers with 10 years of schooling and over were more positive than those of teachers with 0-5 years study time at school. In addition, it was determined that there were significant differences in terms of seniority in the opinions of teachers, 16 and the acceptance dimension views of the teachers who had years of seniority were found to be more positive than the acceptance dimension views of teachers with 0-5 years of seniority.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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