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Bu araştırmanın amacı okul öncesi öğretmenlerinin algılarına göre okul yönetiminde kayırmacılık davranışları ile okul öncesi öğretmenlerin motivasyon düzeyleri arasındaki ilişkiyi tespit etmektir. Araştırmada ilişkisel tarama modeli benimsenmiştir. Araştırmanın evrenini 2019-2020 Eğitim- Öğretim yılında Diyarbakır ili merkez ilçelerinde seçilen 352 okulda görev yapan 730 okul öncesi öğretmeni oluşturmaktadır. Örneklemi ise basit seçkisiz örnekleme yöntemi ile ulaşılan 400 öğretmen oluşturmaktadır. Araştırmada veri toplama aracı olarak , “Kayırmacılık Ölçeği” ve “Öğretmen Motivasyon Ölçeği” kullanılmıştır. Verilerin analizinde SPSS paket program kullanılmıştır. Araştırma sonuçlarına göre; okul yöneticilerinin kayırmacılık davranışlarının düzeyleri “Bazen/Nadiren” dir. Öğretmenlerin motivasyon düzeyleri ise “çoğu zaman/yüksek ” bulunmuştur. Yöneticilerin kayırmacı davranış düzeylerinde ve öğretmenlerin motivasyon düzeylerinde; cinsiyet, yaş, üye olunan sendika, mesleki kıdem, okulda çalışma süresi, aynı yönetici ile çalışma süresi ve okul türüne göre anlamlı fark tespit edilmiştir. Buna karşın okul yöneticilerinin kadın ve erkek olmasına göre öğretmen algıları arasında anlamlı fark bulunmamıştır. Genel olarak okul yöneticilerinin kayırmacılık davranışları ile öğretmenlerin motivasyon düzeyleri arasında negatif yönde ve yüksek düzeyde anlamlı bir ilişki olduğu tespit edilmiştir. Buna ilaveten kayırmacılığın öğretmen motivasyonu üzerinde olumsuz yönde ve anlamlı etkisinin olduğu bulgusuna ulaşılmıştır.
The purpose of this research is to identify the relationship between the behavior of scratch in school management and the motivation levels of pre-school teachers according to the perceptions of pre-school teachers. Relational scan model is adopted in the research. The universe of research constitutes 730 pre-school teachers working in 352 schools selected in the Diyarbakır central districts in the 2019-2020 Education-Teaching year. The sample consists of 400 teachers achieved by a simple, unselective sample method. As a data collection tool in the study, the "Metage of Excellence" and the "Metage of Teacher Motivation" were used. In the analysis of the data, SPSS package program was used. According to the research, the levels of scratch behavior of school managers are "Sometimes/Nadiren". The motivation levels of teachers were “often high”. There are significant differences in the levels of conductive behavior and motivation of teachers; gender, age, member union, professional age, time of work at school, time of work with the same manager and school type. However, as the school managers are women and men, there is no meaningful difference between the teachers' perceptions. In general, it has been found that there is a meaningful relationship between school managers’ scary behavior and teachers’ motivation levels in a negative direction and a high level. In addition, it has been found that scratch has a negative and meaningful impact on the teacher’s motivation.
In this study, it is aimed to determine the relationship between the favoritism behaviors in school management and the motivation levels of preschool teachers according to the perceptions of preschool teachers. Relational survey model has been adopted in the study. The population of the research consists of 730 preschool teachers working in 352 schools selected in the central districts of Diyarbakir province in the 2019-2020 academic year. The sample consists of 400 teachers reached by simple random sampling method. In the research, "Nepotism Scale" and "Teacher Motivation Scale" have been used as data collection tools. SPSS package program has been used in the analysis of the data. According to the results of the research; the levels of school administrators' favoritism behaviors are "Sometimes/Rarely". Teachers' motivation levels have been found to be "most of the time/high". In the favoritism levels of the administrators and the motivation levels of the teachers; a significant difference has been determined according to gender, age, union membership, professional seniority, working time at school, working time with the same manager and school type. On the other hand, it has not been found any significant differences between teacher perceptions according to whether the school administrators are male or female. In general, it has been determined that there is a negative and highly significant relationship between the nepotism behaviors of school administrators and the motivation levels of teachers. In addition, it has been found that favoritism has a negative and significant effect on teacher motivation.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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