Bu çalışmanın amacı, öğretmenlerin psikolojik güçlendirmelerinin örgütsel mutluluklarını yordama düzeyini belirlemektir. İlişkisel tarama modelinin kullanıldığı bu çalışmada, çalışma grubunu ilkokul, ortaokul ve lisede görev yapmakta olan 264 öğretmen oluşturmaktadır. Çalışmada veri toplama aracı olarak “Örgütsel Mutluluk Ölçeği” ve “Psikolojik Güçlendirme Ölçeği” kullanılmıştır. Verilerin analizinde parametrik testlerden t-testi, tek yönlü varyans analizi (ANOVA), korelasyon ve regresyon analizi ile hesaplamalar yapılmıştır. Araştırma sonucunda öğretmenlerin psikolojik güçlendirme ile örgütsel mutluluk algıları arasındaki ilişkinin orta düzeyde olduğu, öğretmenlerin psikolojik güçlendirmeye ilişkin algılarının örgütsel mutluluk düzeylerinin anlamlı bir yordayıcısı olduğu ve psikolojik güçlendirme algısının, örgütsel mutluluktaki değişkenliğin %36,9’unu açıkladığı bulunmuştur. Öğretmenlerin eğitim durumuna göre örgütsel mutluluklarında anlamlı bir farklılaşma olduğu; diğer demografik özelliklere göre bir farklılaşma olmadığı tespit edilmiştir.
The aim of this study is to determine the level of organizational happiness of teachers' psychological strengthening. In this study, the relational scan model is used, the work group is made up of 264 teachers who are working in primary, secondary and high school. The study used the “Organized Happiness Scale” and the “Psychological Strengthening Scale” as a data collection tool. In the analysis of data, t-test, one-way variance analysis (ANOVA), correlation and regression analysis were calculated from parametric tests. The study found that the relationship between teachers’ psychological strengthening and organizational happiness perceptions is on a medium level, that teachers’ perceptions of psychological strengthening are a meaningful contributor to organizational happiness levels, and that the perception of psychological strengthening reveals a variability of 36.9% in organizational happiness. It has been found that teachers have a significant differentiation in their organizational happiness according to their educational status; there is no differentiation in their organizational happiness according to other demographic characteristics.
The aim of this study is to determine the level of psychological empowerment of teachers to predict organizational happiness. Relational screening model is used in this study, and the working group consisted of 264 teachers who work in primary, secondary and high school. In this study, "Organizational Happiness Scale” and “Psychological Empowerment Scale" were used as data collection tool. In the analysis of the data, t-test, one-way analysis of variance (ANOVA), correlation and regression analysis, which are parametric tests, were calculated. As a result of the research, it was determined that the relationship between teachers 'psychological empowerment and organizational happiness perceptions was moderate, teachers' perceptions of psychological empowerment were a significant predictor of organizational happiness levels and psychological empowerment perception explained 36.9% of variability in organizational happiness. There was a significant difference in the organizational happiness of teachers according to their educational status; this difference was not found in terms of other demographic characteristics.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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