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Bu çalışmada öğretmen görüşlerine göre örgütsel adalet, öğretmen motivasyonu ve öğretmen performansı arasındaki ilişkiler incelenmiştir. Araştırmanın çalışma grubunu 2016-2017 eğitim-öğretim yılında kamu okullarında görev yapmakta olan ve gönüllü katılım sağlayan 290 öğretmen oluşturmuştur. Çalışma verilerinin toplanması sürecinde Örgütsel Adalet, İş Motivasyonu ve İşgören Performansı Ölçekleri kullanılmıştır. Çalışmada nicel analiz teknikleri uygulanmıştır. Çalışma verileri betimsel istatistikler, doğrulayıcı faktör analizi (DFA) ve yapısal eşitlik modellemesi (YEM) ile çözümlenmiştir. Çalışmada örgütsel adalet ve iş motivasyonu bağımsız değişkenler ve öğretmen performansı da bağımlı değişken olarak belirlenmiştir. Analizler SPSS 22.0 ve Lisrel 8.8 programı aracılığıyla gerçekleştirilmiştir. Bulgular, öğretmenlerin iş motivasyonu ve örgütsel adalet algılarının görece orta düzeyde olduğunu işaret etmiştir. Öğretmenlerin performans algıları ise görece yüksek düzey olarak saptanmıştır. Ayrıca, örgütsel adalet, iş motivasyonu ve öğretmen performansı arasında pozitif yönlü, düşük ve orta düzeyde anlamlı ilişkiler tespit edilmiştir. Son olarak, YEM analizi, iş motivasyonunun örgütsel adalet ile öğretmen performansı arasında kısmi aracı bir değişken rolüne sahip olduğunu göstermiştir.
In this study, the teacher’s opinions have studied the relationships between organizational justice, teacher motivation and teacher performance. The research work group was composed of 290 teachers who worked in public schools in the 2016-2017 educational year and provided voluntary participation. In the process of collecting work data, organizational justice, work motivation and employee performance scales were used. Quantum analysis techniques are applied. The study data is analyzed with visual statistics, verifying factor analysis (DFA) and structural equality modeling (YEM). In the study, organizational justice and work motivation are independent variables and teacher performance is also determined as a dependent variable. Analysis SPSS 22.0 and Lisrel 8. It has been implemented through 8 programmes. The findings indicate that teachers’ work motivation and organizational justice perceptions are relatively medium. Teachers’ performance perceptions are relatively high. Moreover, positive, low and medium-level meaningful relationships have been established between organizational justice, work motivation and teacher performance. Finally, YEM analysis has shown that work motivation has a variable role as a partial instrument between organizational justice and teacher performance.
In this study, it was examined that the relationships between organizational justice, teacher motivation and teacher performance according to teacher opinions. The study group of the research was consisted of 290 teachers who works public schools in 2016-2017 academic year. The Organizational Justice, Work Motivation and Employee Performance Scales were used in the process of collecting the study data. Quantitative analysis techniques were applied in the study. The research data were analyzed with descriptive statistics, confirmatory factor analysis (CFA) and structural equation modeling (SEM). Organizational justice and work motivation were independent and teacher performance was dependent variables in the study. Analyzes were performed through SPSS 22.0 and Lisrel 8.8 program. Findings have shown that teachers' job motivation and organizational justice perceptions are moderate. The performance perceptions of the teachers were determined as high level. Also, it was found that there is positive, low and moderate significant relationships among the organisational justice, work motivation and teacher performance in the study. Finally, SEM analysis showed that job motivation is a partial mediator between organizational justice and teacher performance.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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