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Amaç: Bu araştırma, Din Kültürü ve Ahlak Bilgisi (DKAB) öğretmenlerinin, iş doyumları ile örgütsel adalet algılarının belirlenmesi amacıyla yürütülmüştür. Ayrıca örgütsel adaletin, iş doyumu üzerindeki etkisi de çalışma kapsamında belirlenecektir. Yöntem: Bu çalışma, DKAB öğretmenlerinin örgütsel adalet algıları ile iş doyumları arasındaki ilişkiyi belirlemeye yönelik nicel araştırma yöntemlerinden, ilişkisel tarama modelinde tasarlanmıştır. Araştırmanın hedef evrenini, İstanbul İlinin 39 ilçesinde görev yapan 3396 DKAB öğretmeni oluşturmaktadır. Evrenden %95’lik güven düzeyi ile %5’lik güven aralığı dikkate alınarak oranlı küme örnekleme yöntemiyle belirlenen örneklem büyüklüğü 389’dur. Çalışmada Weiss, Dawis, England & Lofquist (1967) tarafından geliştirilmiş olan ve Baycan (1985) tarafından Türkçeye uyarlanan Minnesota İş Doyum Ölçeği ile Niehoff ve Moorman (1996) tarafından geliştirilen Polat (2007) tarafından Türkçe’ye uyarlanan “Örgütsel Adalet Ölçeği” kullanılmıştır. Ölçme araçlarıyla elde edilen veriler, SPSS programıyla analiz edilmiştir. Bulgular: Araştırmada DKAB öğretmenlerinin dağıtımsal, işlemsel ve etkileşimsel adalet algısına ‘çoğunlukla’ sahip oldukları belirlenmiştir. Benzer şekilde katılımcılar, genel örgütsel adalet algısına da ‘çoğunlukla’ sahiptirler. Katılımcıların ‘orta’ düzeyde bireysel ve ‘az’ düzeyde örgütsel iş doyumuna sahip oldukları saptanmıştır. Ayrıca katılımcıların genel iş doyumu seviyesi de ‘az’ düzeydedir. Bununla birlikte dağıtımsal, işlemsel ve etkileşimsel adalet cinsiyet, eğitim durumu ve mesleki kıdeme göre anlamlı bir şekilde farklılaşmaktadır. Sonuçlar ve Öneriler: Eğitim politikalarına yön verenlerin, okullarda etik yönetim ilkelerine uygun, öğretmenler arasında ayrımcılığın yapılmadığı daha saydam ve hesapverebilir bir yönetim anlayışını okullarda egemen kılması gereklidir. Bu noktada, yönetici ve öğretmen değerlendirme ölçütleri gözden geçirilebilir ve bir süredir askıya alınan ders ve kurum denetimleri yeniden işler hale getirilebilir.
Purpose: This research has been carried out with the aim of determining the teachers of Religious Culture and Ethical Knowledge (DKAB), business satisfaction and organizational justice perceptions. The impact of organizational justice on work satisfaction will also be determined within the work framework. Method: This study is designed in a relative scan model from quantitative research methods aimed at determining the relationship between the organizational justice perceptions of the DKAB teachers and the job satisfaction. The target universe of the research is made up of 3396 DKAB teachers who work in the 39 districts of Istanbul. The sampling size determined by the proportional mass sampling method, taking into account the 95% confidence level and the 5% confidence range, is 389. The study used the "Organized Justice Scale" developed by Weiss, Dawis, England & Lofquist (1967) and adapted to Turkish by Baycan (1985) and developed by Niehoff and Moorman (1996) and adapted to Turkish by Polat (2007). The data obtained by the measurement tools were analyzed by the SPSS program. The findings: The study has determined that DKAB teachers have the perception of distribution, processing and interactive justice "mostly". Similarly, the participants also have the general organizational perception of ‘most’ justice. Participants have been found to have “mediate” level individual and “low” level organizational work satisfaction. In addition, the overall level of employment satisfaction of the participants is also "low". However, distribution, processing and interactive justice differs significantly according to gender, educational status and vocational status. Results and Recommendations: It is necessary that those who are oriented towards educational policies, in accordance with the principles of ethical governance in schools, make a more accurate and calculable understanding of governance dominate in schools, where no discrimination is made between teachers. At this point, the management and teacher assessment criteria can be reviewed and the courses and institutional audits that have been suspended for a long time can be re-worked.
Purpose: This research conducted to determine Religious Education (RE) teachers' perceptions of job satisfaction and organizational justice. In addition, the effect of organizational justice on job satisfaction will be determined within the scope of the study. Design & Methodology: This study was designed in a correlational screening model, from quantitative research methods to determine the relationship between RE teachers' perceptions of organizational justice and job satisfaction. The target universe of the research is 3396 RE teachers worked in 39 provinces of Istanbul Province. The sample size determined by the proportional cluster sampling method considering the 95% confidence level and the confidence interval of 5% is 389. Minnesota Job Satisfaction Scale developed by Baycan (1985) and Polat (2007) developed by Niehoff and Moorman (1996), developed by Weiss, Dawis, England & Lofquist (1967) was used in this study. The data obtained with the measurement tools were analyzed by the SPSS program. Findings: In the study, it was determined that RE teachers had 'mostly' perceptions of distributive, procedural and interactional justice. Likewise, the participants have 'mostly' in the sense of general organizational justice. Likewise, the participants have 'mostly' in the sense of general organizational justice. Participants were found to have 'moderate' individual and 'low' organizational job satisfaction. In addition, the overall level of job satisfaction of participants is also 'low'. However, distributional, procedural, and interactive justice differs significantly by gender, educational status, and professional tenure. Implications & Suggestions: It is necessary that those who guide the policies of education should dominate schools with a more transparent and accountable management approach that does not discriminate among teachers in accordance with ethical management principles. At this point, manager and teacher evaluation criteria can be audited and a suspended course and institutional audits can be made operational again.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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