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Bu araştırmanın amacı ortaokullarda görev yapan öğretmenlerin örgütsel güven hakkındaki görüşlerini ortaya çıkarmaktır. Nitel araştırma yöntemlerinden olgubilim desenine göre tasarlanan bu araştırmada amaçlı örnekleme yöntem türlerinden maksimum çeşitlilik örneklemesi tercih edilmiştir. Çalışma grubunu 2018-2019 eğitim-öğretim yılı Sivas il merkezindeki ortaokullarda görev yapan 20 öğretmen oluşturmaktadır. Araştırma verileri yüz yüze yapılan görüşmeler yoluyla toplanılıp elde edilen verilerin analizinde içerik analizi tekniği kullanılmış, veriler NVİVO programında modellenerek sunulmuştur. Araştırma bulgularına göre katılımcılar, güveni insanlara inanma, destek olma, güvenirlik ve yardımseverlik olarak tanımladıkları ve karşısındaki bireye güvenebilmesi için beklenilen özellikleri samimiyet, tutarlılık, yardımseverlik, dürüstlük gibi etmenlerle açıklamışlardır. Okul ortamında örgütsel güvenin hem sağlıklı bir çalışma ortamının oluşmasında hem de öğrencilerin akademik başarısında önemli bir etkisinin olduğunu sıkça tekrarlanmıştır. Örgütsel güvenin alt kategorileri olan yöneticiye güven, meslektaşa güven ve paydaşa güven boyutlarında genel olarak güvene dayalı bir ilişki kurabildikleri ve öğretmenlerin kendi görevlerini ve ortak yürütmesi gereken faaliyetlerde kendisi üzerine düşen sorumlulukları yerine getirmesinin önemli olduğunu vurgulamışlardır. Bütün okul bileşenleri arasındaki kurulan bağda dürüstlük, tutarlılık, yardımseverlik, doğruluk, uzmanlık, açıklık gibi özellikleri barındırması güvene dayalı bir ilişkinin oluşmasında etkili olduğu öğretmenler tarafından ifade edilmiştir. Araştırma bulgularına göre okullarda örgütsel güveni artırmaya yönelik öneriler geliştirilmiştir.
The aim of this research is to reveal the opinions of teachers working in high schools about the organizational trust. In this study, designed according to the methods of quality research, the maximum variety of sampling methods for the purpose of the study was preferred. The work group consists of 20 teachers who work in high schools in the center of the province of Sivas in the 2018-2019 educational year. The research data was collected through face-to-face conversations and used in the analysis of the data obtained by the content analysis technique, the data was presented by modeling in the NVIVO program. According to the research findings, participants described confidence as trust, support, confidence and helpfulness to people and explained the characteristics expected to be trusted in the face of the individual with factors such as intimacy, consistency, helpfulness, honesty. Organizational confidence in the school environment has often been repeated that it has a significant impact on both the formation of a healthy working environment and the academic success of students. The undercategories of organizational confidence have emphasized the importance that managers, who are undercategories of trust, are able to establish a relationship based on trust in general in their dimensions of trust, trust in colleagues and trust in shareholders, and that teachers are important to fulfill their own tasks and responsibilities in the activities they must be jointly performed. In the established connection between all the school components, honesty, consistency, compassion, accuracy, expertise, transparency have been expressed by teachers that it has an effect in the formation of a trust-based relationship. Research findings show that recommendations have been developed to boost organizational trust in schools.
The aim of this study was to identify the opinions of teachers employed in secondary schools on organizational trust. In this study, which was designed according to the phenomenological design that is one of the qualitative research methods, maximum variation sampling was used as one of the purposive sampling methods. The study group consisted of 20 teachers employed in secondary schools located in the provincial center of Sivas within the 2018-2019 academic year. Data were collected through face-to-face interviews. The data obtained were analyzed using the content analysis method and they were presented through modeling in the NVIVO software. According to the findings of this study, participants defined trust as believing in people, supporting, reliability and helpfulness; and, they described the expected characteristics to trust other individuals through factors such as sincerity, consistency, helpfulness, and honesty. It was frequently mentioned that organizational trust has an important impact on creating a healthy working environment as well as the academic achievement of students within the school environment. In the 'trust in the manager', 'trust in the colleague' and 'trust in the stakeholder' dimensions, which were the subcategories of organizational trust, they emphasized that they could establish relationships based on trust in general and that it was important for the teachers to fulfill their responsibilities in their tasks and activities that should be carried out collaboratively. In terms of the connection established among all the components of the school, the teachers stated that inclusion of characteristics, such as honesty, consistency, helpfulness, trueness, expertise, and openness was effective in establishing a relationship based on trust. Suggestions have been developed to increase organizational trust in schools based on the findings of the study.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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