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Bu çalışmanın amacı, öğretmenlerin algıladıkları örgütsel desteğin, iş tatmini üzerindeki etkisini ortaya çıkarmaktır. Bu amaca yönelik ölçekler kullanılarak, Elazığ İl merkezindeki ilkokullarda görev yapan 314 öğretmenin görüşüne başvurulmuştur. Araştırmada, amaca uygun olarak tabakalı örnekleme tekniği kullanılmıştır. Öğretmenlerin algıladıkları örgütsel desteği ortaya koymak için Eisenberger, Cummings, Armeli ve Lynch, (1997) ve Lynch, Eisenberger ve Armeli (1999) tarafından geliştirilerek Kaplan (2010) tarafından Türkçe’ye uyarlanan Algılanan Örgütsel Destek Ölçeği kullanılmıştır. Öğretmenlerin iş tatmini düzeylerini belirlemek amacıyla da Weiss, Dawis, England ve Lofquist (1967) tarafından geliştirilen 100 maddelik Minnesota İş Tatmini Ölçeğinin 20 maddeden oluşan kısa formu kullanılmıştır. Araştırma verilerini değerlendirmek için; yüzde, frekans, standart sapma, aritmetik ortalama, değerleri hesaplanmış, tek yönlü varyans analizi, t-Testi, Korelasyon ve regresyon analizleri yapılmıştır. Elde edilen sonuçlara göre, erkek öğretmenlerin kadın öğretmenlere göre dışsal doyuma daha çok önem verdikleri, branş öğretmenlerinin sınıf öğretmenlerine göre dışsal doyuma daha çok önem verdikleri tespit edilmiştir. Kıdem değişkenine göre ise hem algılanan örgütsel desteğe hem de iş tatminine yönelik görüşlerde anlamca bir farklılık bulunamamıştır. Değişkenler arasındaki ilişki ve etki de incelenmiştir. Yapılan korelasyon analizinde, algılanan örgütsel desteğin iş tatmini ile düşük düzeyde ilişkili olduğu tespit edilmiştir. Regresyon analizinde ise algılanan örgütsel desteğin iş tatmini üzerindeki etkisi test edilmiştir. Bu analiz sonucuna göre ise algılanan örgütsel desteğin iş tatminindeki varyansın %13.4’ünü açıkladığı ortaya çıkarılmıştır.
The aim of this study is to reveal the impact of the organizational support that teachers perceive on work satisfaction. This scale has been applied to the opinion of 314 teachers who work in the primary schools in the Elazığ province center. In the research, the layer sampling technique was used in accordance with the purpose. To demonstrate the organizational support that teachers perceive, the Perceived Organizational Support Scale was developed by Eisenberger, Cummings, Armeli and Lynch, (1997) and Lynch, Eisenberger and Armeli (1999), adapted to English by Kaplan (2010) and used. For the purpose of determining the level of work satisfaction of teachers, a short form of 20 items of the Minnesota Work satisfaction scale, developed by Weiss, Dawis, England and Lofquist (1967) was also used. To evaluate the research data; percentage, frequency, standard deviation, arithmetic average, values calculated, one-way variance analysis, t-test, correlation and regression analysis were performed. According to the results obtained, it has been found that male teachers pay more attention to external content than female teachers, and branch teachers pay more attention to external content than class teachers. There is no significant difference in the views of both organizational support and work satisfaction. The relationship and influence between the variables is also studied. In the correlation analysis, it was found that the detected organizational support was associated with a low level of work satisfaction. Regression analysis has tested the impact of organizational support on work satisfaction. According to this analysis, the organizational support found that it revealed a variation of 13.4 per cent in work satisfaction.
The aim of this study is to reveal the effect of teachers' perceived organizational support on job satisfaction. Using the scales for this purpose, the opinions of 314 teachers working in primary schools in the city center of Elazig were consulted. In the research, stratified sampling technique was used in accordance with the purpose. Eisenberger, Cummings, Armeli, & Lynch, (1997) and Lynch, Eisenberger and Armeli (1999) and adapted into Turkish by Kaplan (2010), the Perceived Organizational Support Scale was used. In order to determine teachers' job satisfaction levels, Weiss, Dawis, England and Lofquist (1967) The 100-item Minnesota Job Satisfaction Scale, consisting of 20 items, was used. To evaluate the research data; percentage, frequency, standard deviation, arithmetic mean, values were calculated, one-way analysis of variance, t-Test, Correlation and regression analyzes were performed. According to the results obtained, it has been determined that male teachers give more importance to external satisfaction than female teachers, and branch teachers give more importance to external satisfaction than classroom teachers. According to the seniority variable, there was no significant difference in the views on both perceived organizational support and job satisfaction. The relationship and effect between the variables were also examined. In the correlation analysis, it was determined that perceived organizational support was associated with job satisfaction at a low level. In the regression analysis, the effect of perceived organizational support on job satisfaction was tested. According to the results of this analysis, it was revealed that perceived organizational support explained 13.4% of the variance in job satisfaction.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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