Eğitim örgütlerinde görev yapan beden eğitimi ve spor öğretmenlerinin örgütsel adalet ve örgütsel güven algılarının, örgütsel bağlılıklarına ve mesleki performanslarına etkisi
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma, eğitim örgütlerinde görev yapan beden eğitimi ve spor öğretmenlerinin örgütsel adalet ve örgütsel güven algılarının, örgütsel bağlılıklarına ve mesleki performanslarına etkisinin incelenmesi amacıyla, 2020-2021 eğitim-öğretim yılında Konya ili Merkez ilçelerinde (Karatay, Meram, Selçuklu) Millî Eğitim Bakanlığına bağlı ortaokul, lise ve özel eğitim kurumlarında görev yapan 238 Beden eğitimi ve spor öğretmeni ile yapılmıştır. Bu araştırmada, yöntem olarak nicel paradigma kullanılmış, araştırmanın amacı da göz önüne alınarak keşfedici, maliyet ve zaman sınırlılığı açısından kesitsel araştırma yöntem kullanılmıştır. Nicel verilerin toplanmasında "Örgütsel Adalet Ölçeği", "Örgütsel Güven Envanteri", "Örgütsel Bağlılık Ölçeği" ile "Mesleki Performans Ölçeği" kullanılmıştır. Araştırma modelinin merkezinde örgütsel bağlılık ve mesleki performans bulunmaktadır. Araştırmada örgütsel bağlılığı ve mesleki performansı etkileyen iki faktör değerlendirilmiştir. Bunlar; örgütsel adalet ve örgütsel güvendir. Bu doğrultuda, örgütsel adalet ve örgütsel güvenin örgütsel bağlılık ve mesleki performansa herhangi bir etkisinin olup olmadığını, herhangi bir etki var ise bu etkinin hangi alt boyutlar arasında olduğunu ve ortaya çıkan etkinin oranını belirlemek araştırmanın önceliğidir. Verilerin analizinde, Pearson momentler çarpımı korelasyonu, çoklu regresyon analizi, bağımız/ilişkisiz gruplar t-testi, tek-yönlü varyans analizi (one-way ANOVA), post-hoc Tukey testi yapılmış, .05 anlamlılık düzeyi dikkate alınmıştır. Araştırma bulgularına göre; Beden eğitimi ve spor öğretmenlerinin işlemsel adalet algılarının kurumlarına duygusal bağlılıklarını etkilediği, okul müdürlerinde algılanan işlemsel adalet ile kurumlara duygusal bağlılık, devam bağlılığı ve normatif bağlılık arasında pozitif yönde ve anlamlı bir ilişki olduğu tespit edilmiştir. Yöneticiye ve kuruma olan güven algısının, kuruma duygusal bağlılığın oluşumunu etkilediği, diğer örgütsel bağlılık alt boyutları ile pozitif yönde ve anlamlı bir ilişki olduğu görülmüştür. Bağımlı değişken olan öğrencilerle ilişkilerle ilgili performans düzeyi ile etkileşimsel adalet algısına ait bağımsız değişken arasındaki doğrusal ilişki istatistiksel olarak anlamlı düzeydedir. Örgütsel adalet ve örgütsel güven algısı alt boyutları ile mesleki performans alt boyutu olan öğrencilerle ilişkiler, görev performansı, planlama ve sınıf yönetimi, yönetime katkı ile yenilik ve inisiyatif kullanma arasında pozitif yönlü ve anlamlı bir ilişki olduğu tespit edilmiştir. Beden eğitimi ve spor öğretmenlerinin okulun bağlı bulunduğu ilçeye, kıdemlerine, görev yaptığı okuldaki çalışma sürelerine, kurum değişikliği düşünmelerine ve atanma şekline göre örgütsel adalet ve örgütsel güven algıları istatistiksel olarak anlamlı farklılık göstermiştir. Beden eğitimi ve spor öğretmenlerinin örgütsel bağlılık algılarının okulun bağlı bulunduğu ilçeye, kıdemlerine, okuldaki çalışma süreleri ile kurum değişikliği düşünmelerine göre istatistiksel olarak anlamlı bir farklılık gösterdiği görülürken, mesleki performans düzeylerinin demografik özelliklerine göre anlamlı bir farklılaşma olmadığı sonucuna ulaşılmıştır.
This research was carried out in order to examine the effects of organizational justice and organizational trust perceptions of physical education and sports teachers working in educational organizations on their organizational commitment and professional performance in the 2020-2021 academic year in Konya Province Central districts (Karatay, Meram, Selçuklu) affiliated to the Ministry of National Education. The study was conducted with 238 physical education and sports teachers working in secondary, high school and private education institutions. In this research, quantitative paradigm was used as a method, and cross-sectional research method was used in terms of exploratory, cost and time limitations considering the purpose of the research. "Organizational Justice Scale", "Organizational Trust Inventory", "Organizational Commitment Scale" and "Professional Performance Scale" were used to collect quantitative data. Organizational commitment and professional performance are at the center of the research model. Two factors affecting organizational commitment and professional performance were evaluated in the study. These are; organizational justice and organizational trust. In this direction, it is the priority of the research to determine whether organizational justice and organizational trust have any effect on organizational commitment and professional performance, if there is any effect, between which sub-dimensions this effect is and the rate of the resulting effect. In the analysis of the data, Pearson product-moment correlation, multiple regression analysis, independent/unrelated groups t-test, one-way analysis of variance (one-way ANOVA), post-hoc Tukey test, and .05 significance level were taken into account. According to the research findings; It has been determined that physical education and sports teachers' procedural justice perceptions affect their emotional commitment to their institutions, and there is a positive and significant relationship between perceived procedural justice in school principals and emotional commitment, continuance commitment and normative commitment to institutions. It has also been observed that the managers' perception of trust and trust to the institution affects the formation of emotional commitment to the institution, and there is a positive and significant relationship with other organizational commitment sub-dimensions. It has been determined that the linear relationship between the level of performance related to relations with students and the perception of interactional justice was statistically significant. Moreover, there is a positive and significant relationship between organizational justice and organizational trust perception sub-dimensions and relations with students with professional performance sub-dimensions, task performance, planning and classroom management, contribution to management and innovation and using initiative. The organizational justice and organizational trust perceptions of physical education and sports teachers showed statistically significant differences according to the district the school is affiliated with, their seniority, the length of time they worked at the school, their thinking about changing the institution and the way they were appointed. It was concluded that the organizational commitment perceptions of physical education and sports teachers showed a statistically significant difference according to the district the school is affiliated with, their seniority, their working time at the school and their thinking about changing the institution, but there was no significant difference according to the demographic characteristics of their professional performance levels.
This research was carried out in order to examine the effects of organizational justice and organizational trust perceptions of physical education and sports teachers working in educational organizations on their organizational commitment and professional performance in the 2020-2021 academic year in Konya Province Central districts (Karatay, Meram, Selçuklu) affiliated to the Ministry of National Education. The study was conducted with 238 physical education and sports teachers working in secondary, high school and private education institutions. In this research, quantitative paradigm was used as a method, and cross-sectional research method was used in terms of exploratory, cost and time limitations considering the purpose of the research. "Organizational Justice Scale", "Organizational Trust Inventory", "Organizational Commitment Scale" and "Professional Performance Scale" were used to collect quantitative data. Organizational commitment and professional performance are at the center of the research model. Two factors affecting organizational commitment and professional performance were evaluated in the study. These are; organizational justice and organizational trust. In this direction, it is the priority of the research to determine whether organizational justice and organizational trust have any effect on organizational commitment and professional performance, if there is any effect, between which sub-dimensions this effect is and the rate of the resulting effect. In the analysis of the data, Pearson product-moment correlation, multiple regression analysis, independent/unrelated groups t-test, one-way analysis of variance (one-way ANOVA), post-hoc Tukey test, and .05 significance level were taken into account. According to the research findings; It has been determined that physical education and sports teachers' procedural justice perceptions affect their emotional commitment to their institutions, and there is a positive and significant relationship between perceived procedural justice in school principals and emotional commitment, continuance commitment and normative commitment to institutions. It has also been observed that the managers' perception of trust and trust to the institution affects the formation of emotional commitment to the institution, and there is a positive and significant relationship with other organizational commitment sub-dimensions. It has been determined that the linear relationship between the level of performance related to relations with students and the perception of interactional justice was statistically significant. Moreover, there is a positive and significant relationship between organizational justice and organizational trust perception sub-dimensions and relations with students with professional performance sub-dimensions, task performance, planning and classroom management, contribution to management and innovation and using initiative. The organizational justice and organizational trust perceptions of physical education and sports teachers showed statistically significant differences according to the district the school is affiliated with, their seniority, the length of time they worked at the school, their thinking about changing the institution and the way they were appointed. It was concluded that the organizational commitment perceptions of physical education and sports teachers showed a statistically significant difference according to the district the school is affiliated with, their seniority, their working time at the school and their thinking about changing the institution, but there was no significant difference according to the demographic characteristics of their professional performance levels.
Açıklama
Sosyal Bilimler Enstitüsü, Beden Eğitimi ve Spor Ana Bilim Dalı
Anahtar Kelimeler
Spor, Sports
