Abstract:

Teacher motivation in schools is one of the critical requisites for educational success and a healthy organizational climate. Organizational cynicism and hypocrisy can adversely affect teacher motiva-tion and school outcomes. The goal of this study is to determine the relationship between the sub-dimensions of organizational cynicism and organizational hypocrisy and examine these concepts in terms of different variables such as gender, school type, and length of service. In this correlational study, which aims to determine the relationship among the concepts, a path analysis was conducted using structural equation modeling. Researchers collected data from 378 teachers in the spring semester of 2020-2021 with the assistance of scales. As a result of the study, the teachers' perceptions of organizational cynicism and hypocrisy were found to be at a low level. The study found significant differences between the groups in some sub-dimensions according to the teachers’ length of service and gender. The researchers concluded that there were significant positive relationships between organizational cynicism (the cognitive, affective, and behavioral dimensions) and organizational hypocrisy (the sub-dimensions of putting words into practice, compliance between the school’s internal structure and the environment, and inconsistency in their practices). As a result of the path analysis, it was seen that inconsistency in practices, a dimension of organizational hypocrisy, was a significant predictor of cognitive, affective, and behavioral dimensions of organizational cynicism. Future studies could examine the formation of organizational cynicism resulting from the inconsistencies of practices in schools.

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