Abstract:

Organizational misconduct is a disruption in the organizational behavior that affects the actions of the members of the organization. The organizational misconduct in schools with educational organizations can be explained in the form of a chaos that is seen when decisions are clearly explained but not fulfilled and the degradation of trust in the administrator. When assessed within schools, the limited formation of studies on which parameters organizational fraud can affect and what kind of output it will create makes it difficult to deal deeply with the concept of organizational fraud. The purpose of this research is to identify teachers’ organizational misconception perceptions and to study according to certain variables. It is also intended to determine whether the level of perception of teachers varies significantly according to gender, age, civil status and time of work. In the universe of this study applied in the relational scan model, teachers who work in the central districts located within the Ankara or the major city border in the 2019-2020 educational year participated and the sample group consists of 400 teachers identified by the random sample method. The research has been used by Kılıçoğlu, Yılmaz-Kılıçoğlu & Karadağ (2017) developed "Organic Misconduct Scale". The Cronbach Alfa ratio was .81, the interconnection size between the interior and the environment was .77, while the overall reliability of the scale was .84. Mann Whitney-U Test to determine whether the group points in relation to organizational fraud perceptions of teachers, which are from non-parametric tests in the statistical assessment of the data obtained as non-parametric distribution, differ significantly according to gender and civic status variables; the teacher's group points in relation to organizational fraud perceptions have been applied Kruskal Wallis-H Test to determine whether the group points in relation to age and service years variables differ significantly. The study found that teachers’ organizational misconception perceptions were "the highest" in the dimension of harmony between the structure and the environment, that the organizational misconception perceptions of participants were low in total, that teachers’ organizational misconception perceptions were not significantly different according to gender, age, civil status and year of service. In this sense, it is believed that this study, which was done in schools with regard to organizational misconceptions, will contribute to the field in theoretical framework.

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