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Bu araştırmada sınıf öğretmenlerinin örgütsel bağlılıkları üzerinde örgütsel sinizmin etkisinin saptanması amaçlanmıştır. Araştırmanın evrenini Burdur ilindeki 77 ilkokulda görev yapmakta olan 730 sınıf öğretmeni oluşturmaktadır. Araştırma verilerinin toplanması için Örgütsel Sinizm Ölçeği ve Örgütsel Bağlılık Ölçeği kullanılmıştır. Anket verilerinin analizinde aritmetik ortalama, standart sapma, yüzde, frekans, t-testi, Tek Yönlü Varyans Analizi (ANOVA) kullanılmıştır. Ayrıca örgütsel sinizm ile örgütsel bağlılık arasındaki ilişkiyi belirlemek amacıyla Pearson Korelasyon analizi ve örgütsel sinizmin örgütsel bağlılığı ne derecede yordadığını öğrenmek için ise Çoklu Regresyon analizinden faydalanılmıştır. Araştırmanın sonucunda sınıf öğretmenlerinin örgütsel sinizm ortalaması, örgütsel bağlılık ortalamasından düşük çıkmıştır. Sınıf öğretmenlerinin örgütsel sinizmi en fazla yaşadıkları alt boyut davranışsal boyut iken en az yaşadıkları alt boyut ise duyuşsal boyuttur. Sınıf öğretmenlerinin örgütsel bağlılığı en fazla yaşadıkları alt boyut içselleştirme boyutu iken en az yaşadıkları alt boyut uyum alt boyutudur. Örgütsel sinizimin bilişsel ve duyuşsal boyutları örgütsel bağlılığın özdeşleşme ve içselleştirme boyutlarını anlamlı ve negatif şekilde etkilerken duyuşsal ve davranışsal sinizm boyutları ise örgütsel bağlılığın uyum boyutunu anlamlı ve pozitif olarak yordadığı tespit edilmiştir.
This study aims to identify the impact of organizational sinism on class teachers’ organizational commitments. The universe of the research is composed of 730 class teachers who work in 77 primary schools in the Burdur province. The scale of organizational synthesis and the scale of organizational commitment were used for the collection of research data. The analysis of the survey data used arithmetic average, standard deviation, percentage, frequency, t-test, one-way variance analysis (ANOVA). Furthermore, the Pearson Correlation Analysis and Multi-Regression Analysis were used to determine the relationship between organizational sinism and organizational commitment and to figure out how organizational sinism is committed. The study found that the average organizational sinism of class teachers was lower than the average organizational commitment. The lesson teachers experience the lower dimension of behavior, the lower dimension of behavior, the lower dimension of behavior, the lower dimension of behavior. The class teachers' organizational commitmentThe lower dimension of internalization they live in is the lower dimension of harmony they live in. The cognitive and sensual dimensions of organizational sinism have a significant and negative impact on the dimensions of identification and internalization of organizational commitment, while the sensual and behavioral dimensions of organizational sinism have a significant and positive impact on the dimensions of harmony of organizational commitment.
The aim of this research is to determine the effect of organizational cynicism on the primary school teachers’ organizational commitment. 730 class teachers working in 77 primary school in Burdur form the scope of the research. To gather research results, Organizational Cynicism Scale and Organizational Commitment Scale are used. In the analysis of the survey results, Average arithmetic, standard deviation, percent, frequency, t-test and one-way variation analysis (ANOVA) are used. Furthermore, in order to determine the relationship between Organizational Cynicism and the Organizational Commitment Pearson Correlation Analysis is used; and in order to see to what extent the Organizational Cynicism predict the Organizational Commitment, Multiple Regression Analysis is used. As the result of the research, the following findings are obtained: The average on the primary school teachers’ Organizational Cynicism is lower than their Organizational Commitment average. While the primary school teachers’ sub-dimension in which they live organizational cynicism most is behavioral dimension; the least sub-dimension they live organizational cynicism is the affective dimension. While the primary school teachers’ sub-dimension in which they live organizational commitment most is Internalization dimension; the least sub-dimension they live organizational commitment is harmony dimension. While cognitive and affective dimensions of organizational cynicism had significant and negative effects on identification and internalization dimensions of organizational commitment, it is found that affective and behavioral cynicism dimensions positively and positively predicted the adaptation dimension of organizational commitment.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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