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Bu araştırmanın amacı, ortaokullarda görevli öğretmenlerin örgütsel adalet algıları ile işle bütünleşme algıları arasındaki ilişkiyi incelemek ve öğretmenlerin adalet algılarının, işle bütünleşme algılarını ne derecede yordadığını saptamaktır. Araştırma, ilişkisel tarama modelindedir. Araştırmanın evrenini 2017-2018 eğitim-öğretim yılı Ankara ili Çankaya ilçesinde resmi ortaokullarda görevli 2250 öğretmen oluşturmaktadır. Evrene ilişkin örneklem küme örnekleme yöntemi ile belirlenmiştir. Bu yöntemle örneklem kapsamına 12 ortaokul alınmış ve 353 öğretmene ulaşılmıştır. Verilerin analizinde tanımlayıcı istatistiklerden (frekans, ortalama ve standart sapma), korelasyon ve regresyon analizinden yararlanılmıştır. Araştırmanın bulgularına göre öğretmenlerin örgütsel adalet algıları ile işle bütünleşme algılarının kararsızım düzeyinde olduğu bulunmuştur. Bununla birlikte öğretmenlerin örgütsel adalet algısı ile işle bütünleşme algısı arasında pozitif yönde anlamlı bir ilişki tespit edilmiştir. Regresyon analizi sonuçları dağıtım adaleti algısı ve işlem adaleti algısının işle bütünleşme algısını yordadığını göstermektedir. Çalışmanın bulgularıyla okullarda görevli müdür ve müdür yardımcılarına, öğretmenlerin işleri ile bütünleşmelerinin artması için okuldaki iş ve işlemleri dağıtımında adil olunması ve öğretmenleri alınan kararlar yada uygulamaların süreçleri hakkında bilgilendirmelerin önemli olduğu konularında öneride bulunulmaktadır.
The aim of this study is to study the relationship between the organizational perceptions of justice and the perceptions of work-to-integration of teachers in high school and to determine how much the perceptions of justice and work-to-integration of teachers influence. The research is in the relational scan model. The universe of research is 2017-2018 educational year in Ankara or Chankaya district of 2250 teachers in official secondary schools. Examples of the universe are determined by the collective sample method. This method has taken 12 high school examples and reached 353 teachers. The analysis of data has been used by identifying statistics (frequency, average and standard deviation), correlation and regression analysis. The findings of the study found that teachers’ organizational justice perceptions and integration perceptions with work were unstable. However, a meaningful relationship has been found in a positive direction between the teacher’s organizational perception of justice and the perception of integration with work. Regression analysis results show that the perception of distribution justice and the perception of processing justice undermines the perception of integration with the work. The findings of the study are suggested to the directors and assistants of the directors in the schools, to increase the work and integration of teachers in the school to be fair in the distribution of work and processes and to inform teachers about the decisions or the processes of practices taken.
The aim of this study is to investigate the relationship between organizational justice perceptions of teachers working at secondary schools and their perceptions of work engagement and to determine the extent to which teachers' perceptions of justice predicted their perceptions of work engagement. The relational survey model was used in this study. The universe of the study consists of 2250 teachers working in official secondary schools in the Çankaya district of Ankara province in 2017-2018 academic year. The universe related sample was determined by cluster sampling method. With this method, 12 secondary schools were included in the sample and 353 teachers were reached. Data were collected with “Organizational Justice Scale” developed by Niehoff and Moorman (1993) and adapted by Polat (2007), “Utrecht Work Engagement Scale” developed by Schaufeli, Bakker and Salanova (2003) and adapted by Eryılmaz and Doğan (2012). Descriptive statistics (frequency, mean and standard deviation), correlation and regression analyses were used to analyze the data. According to the findings of the study, it was found that teachers' perceptions of organizational justice and work engagement were at the level of undecided. However, a significant positive relationship was found between teachers' perception of organizational justice and work engagement. The results of the regression analysis show that the perception of distributive justice and procedural justice predict the perception of work engagement. With the findings of the study, it can be suggested to the principals and assistant principals that they should be fair in the distribution of work and procedures in the school and to give importance to inform the teachers about the decisions or practices taken in order to increase the engagement of teachers with their works.
Alan : Eğitim Bilimleri; Fen Bilimleri ve Matematik
Dergi Türü : Ulusal
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