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Bu araştırmanın amacı, Ankara İli Polatlı İlçe merkezindeki ilkokullarda görev yapan öğretmenlerin örgütsel destek algısını belirlemektir. Betimsel tarama modelinde gerçekleştirilen bu araştırmanın evrenini, 2013-2014 Eğitim-Öğretim yılında, Ankara İli Polatlı İlçe Merkezi‟nde devlet ve özel ilkokullarında görev yapan 295 öğretmen oluşturmaktadır. Bu kapsamda evren nispeten küçük olduğu için evrenin tümüne ulaşılmaya çalışılmıştır. Veri toplama sürecinde 270 ölçek elde edilmiştir. Araştırmanın sonucunda Polatlı’daki ilkokullarda görev yapan öğretmenlerin, örgütsel destek algılarının orta düzeyde olduğu belirlenmiştir. Bununla birlikte öğretmenlerin örgütsel desteğin alt-boyutlarından; “örgütsel adalet” boyutunda orta, “yönetim desteği” boyutunda yüksek ve “örgütsel ödüller ve iş koşulları” boyutunda orta düzeyde örgütsel destek algısına sahip oldukları da belirlenmiştir. Özel okullarda görev yapan öğretmenlerin devlet okullarında görev yapan öğretmenlere göre, AÖDÖ‟nün her üç alt-boyutunda da daha yüksek bir destek algısına sahip oldukları saptanmıştır. Bununla birlikte örgütsel destek algısının cinsiyet değişkenine göre fark göstermediği belirlenmiştir. Ancak öğretmenlerin örgütsel destek algılarının kıdem, branş, eğitim durumu, medeni durum ve okul büyüklüğü değişkenlerine göre anlamlı şekilde farklılaştığı görülmüştür. Buna göre 5 yıl ve daha az süredir görev yapan öğretmenlerin, branş öğretmenlerinin, lisans mezunu öğretmenlerin ve bekar öğretmenlerin örgütsel destek algılarının daha yüksek olduğu saptanmıştır. Bununla birlikte öğrenci sayısının 1000 ve daha altı olan okullarda görev yapan öğretmenlerin örgütsel destek algılarının daha yüksek olduğu belirlenmiştir.
The purpose of this research is to determine the organizational support perception of teachers who work in the primary schools in the Ankara Ili Polatlı Primary Center. The universe of this research carried out in the visual scan model is made up of 295 teachers who work in public and private primary schools in the 2013-2014 Education-Teaching year, the Polatlı District Center of Ankara. In this context, the universe is relatively small, and it has been attempted to reach the entire universe. In the process of data collection, 270 scales were obtained. According to the research, teachers who work in the primary schools in Polatlı have found that their organizational support perceptions are at the middle level. However, from the sub-dimensions of organizational support, the teachers have the perception of organizational support in the mid-size of "organizational justice", the high-size of "administrative support" and the mid-size of "organizational rewards and working conditions". According to the teachers who work in private schools in state schools, they have a higher perception of support in each of the three sub-dimensions of the AÖDÖ. However, it has been determined that the organizational support perception does not differ according to gender variables. But it has been seen that teachers’ organizational support perceptions differ significantly according to their age, branch, educational status, civic status and school size variables. According to this, it was found that teachers who have been in office for 5 years or less, branch teachers, graduate teachers and single teachers have higher organizational support perceptions. However, it has been determined that teachers who work in schools with a number of students 1000 and more have higher organizational support perceptions.
The general purpose of the present study is to determine the organizational support perception of teachers working at primary schools in Ankara province Polatlı district. The population of the study, which was conducted by using of descriptive survey model, was composed of 295 teachers working at public and private primary schools in Ankara province, Polatlı district in the academic year of 2013-2014. It was tried to reach each member of the population, since it is relatively small. During the data collection process totally 270 scales were returned. At the end of the study, the organizational support perception of teachers working at the primary schools in Polatlı was concluded to be at moderate level. Regarding the sub-dimensions of the organizational support it was determined that they perceive organizational support at moderate level for the “organizational equity” dimension, high level for “management support” dimension, and mid level for “organizational reward and working conditions” dimension. All three sub-dimension of the POSS were found to be higher in teachers working at private schools in comparison with those working at public schools. However, it was concluded that the organizational support perception did not differ according to the gender. On the other hand, significant difference was observed according to professional seniority, branch, educational background, marital status of teachers and the size of school. Accordingly, it was determined that organizational support perception of branch teachers, those with a bachelor‟s degree, single teachers and those with five years or less professional background was higher. Besides, it was found that organizational support perception of teachers working at schools with 1000 or less students was higher.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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