İlköğretim okullarında etik iklimin çeşitli değişkenler açısından incelenmesi
Küçük Resim Yok
Tarih
2012
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, ilköğretim okullarında görev yapan öğretmenler ile bu okullarda öğrenim gören öğrencilerin algılarına göre ilköğretim okullarının etik iklim düzeyini belirlemek ve çeşitli değişkenler açısından farklılaşıp farklılaşmadığını incelemektir. Araştırmada tarama modeli kullanılmıştır. Araştırmada, Keiser ve Schulte (2007) tarafından geliştiren etik iklim envanteri kullanılmıştır. Envanterin geçerlik ve güvenirlik çalışması yapılmıştır. Araştırmanın örneklemini Nevşehir il merkezindeki 21 ilköğretim okulunda görev yapan 355 öğretmen ve bu okullarda öğrenim gören 818 öğrenci oluşturmuştur. Veriler aritmetik ortalama, standart sapma, t testi, tek yönlü varyans analizi ve Tukey testi teknikleri kullanılarak analiz edilmiştir. Öğretmenlerin ve öğrencilerin algılarına göre, ilköğretim okullarında en yüksek düzeyde öğretmendenöğrenciye etik iklim boyutu, en düşük düzeyde öğrenciden-öğrenciye etik iklim boyutunun olduğu belirlenmiştir. Öğretmenlerin okulun etik iklimine ilişkin algıları arasında cinsiyet değişkenine göre anlamlı farkın olmadığı, mesleki kıdem değişkenine göre öğrenciden- öğretmene ve öğrenciden-öğrenciye boyutlarında anlamlı farkın olduğu belirlenmiştir. İlköğretim okullarında görev yapan öğretmenler ile bu okullarda öğrenim gören öğrencilerin etik iklim algıları arasında öğretmenden-öğrenciye, öğrenciden-öğretmene ve öğrenciden-öğrenciye boyutlarında anlamlı fark bulunmuştur.
It can be assumed that especially in the last quarter of the century the interest in the concept of ethic has increased, because most of the human activities are related to ethical values. Ethic refers to the beliefs that decision, behavior or action is correct. The organization has a social structure. Therefore, ethic is located in the center of the relations in organizations. Ethic provides a foundation in interpersonal relations in organizations. Ethic is a resource that managers apply to influence people. In the literature, ethical climate is seen as an extension of work climate and organizational culture concepts. Ethical climate can be defined as common perceptions of the ethical basis for the relations between people in organizations. In other words, ethic is a perception related to ethical content in organizational culture. In recent years, moral climate researches have taken place in management literature properly. The reason of it is that ethical climate is seen as an important determinant of the behaviors of the employers in organizations. Schools are normative institutions and moral education is among the basic tasks of schools. Ethic has an important place in education. Teachers are increasingly dealing with ethical problems. In recent years, it can be seen that interests have increased in issues of students’ character education, moral behaviors of school principals and teachers. Main reason for this is the increase in the ethical problems nowadays and people don’t know what to do with ethical dilemmas. As a result, determination of ethical principles to guide behavior in schools and implementation of these principles in decision making, giving basic values to students, in other words character education has gained importance. It can be said that, school principals’ ethical leadership is an element in the determination of school culture and climate, and teachers’ model features in the classroom affect students’ behavior. The principal influences school, teacher behaviors influence the class climate. Schools are institutions based on human relations, therefore school principles and rules are more based on ethical basis. Ethical climate research is often done except educational organizations. However, schools are value based organizations and aims to create a high level of ethical climate in accordance with its purposes. Therefore, ethical climate researches at schools are more important compared to other organizations. The results of these studies are that, at the management of both the school and the classroom, ethical principles and practices are expected to be more efficient and they also help students’ moral education process. Within this study it has been aimed to designate the level of the ethical climate at primary schools according to perceptions of primary school teachers and students and to examine whether it differentiate in terms of various variations. In this study, survey model has been used. Ethical Climate Index (ESECI) that was developed by Keiser and Schulte was used. Validity and reliability analysis of the inventory have been conducted. The research covers 355 teachers and 818 students from 21 primary schools in Nevşehir. The acquired data have been analyzed by using mean, standard deviation, one-way ANOVA, Tukey test and t-Test statistical techniques. According to the perceptions of teachers and students, it has been found that teacher-student ethical climate dimension is at the highest level and student-student ethical climate dimension is at the lowest level at primary schools. It has been found that there is no significant difference in terms of gender; whereas there is significant difference in terms of tenure factor at teacher-student and student-student dimensions according to the views held by teachers on perceptions related to ethical climates. It has been found out that there is significant difference in all dimensions between the ethical climate perceptions held by primary school teachers and students.
It can be assumed that especially in the last quarter of the century the interest in the concept of ethic has increased, because most of the human activities are related to ethical values. Ethic refers to the beliefs that decision, behavior or action is correct. The organization has a social structure. Therefore, ethic is located in the center of the relations in organizations. Ethic provides a foundation in interpersonal relations in organizations. Ethic is a resource that managers apply to influence people. In the literature, ethical climate is seen as an extension of work climate and organizational culture concepts. Ethical climate can be defined as common perceptions of the ethical basis for the relations between people in organizations. In other words, ethic is a perception related to ethical content in organizational culture. In recent years, moral climate researches have taken place in management literature properly. The reason of it is that ethical climate is seen as an important determinant of the behaviors of the employers in organizations. Schools are normative institutions and moral education is among the basic tasks of schools. Ethic has an important place in education. Teachers are increasingly dealing with ethical problems. In recent years, it can be seen that interests have increased in issues of students’ character education, moral behaviors of school principals and teachers. Main reason for this is the increase in the ethical problems nowadays and people don’t know what to do with ethical dilemmas. As a result, determination of ethical principles to guide behavior in schools and implementation of these principles in decision making, giving basic values to students, in other words character education has gained importance. It can be said that, school principals’ ethical leadership is an element in the determination of school culture and climate, and teachers’ model features in the classroom affect students’ behavior. The principal influences school, teacher behaviors influence the class climate. Schools are institutions based on human relations, therefore school principles and rules are more based on ethical basis. Ethical climate research is often done except educational organizations. However, schools are value based organizations and aims to create a high level of ethical climate in accordance with its purposes. Therefore, ethical climate researches at schools are more important compared to other organizations. The results of these studies are that, at the management of both the school and the classroom, ethical principles and practices are expected to be more efficient and they also help students’ moral education process. Within this study it has been aimed to designate the level of the ethical climate at primary schools according to perceptions of primary school teachers and students and to examine whether it differentiate in terms of various variations. In this study, survey model has been used. Ethical Climate Index (ESECI) that was developed by Keiser and Schulte was used. Validity and reliability analysis of the inventory have been conducted. The research covers 355 teachers and 818 students from 21 primary schools in Nevşehir. The acquired data have been analyzed by using mean, standard deviation, one-way ANOVA, Tukey test and t-Test statistical techniques. According to the perceptions of teachers and students, it has been found that teacher-student ethical climate dimension is at the highest level and student-student ethical climate dimension is at the lowest level at primary schools. It has been found that there is no significant difference in terms of gender; whereas there is significant difference in terms of tenure factor at teacher-student and student-student dimensions according to the views held by teachers on perceptions related to ethical climates. It has been found out that there is significant difference in all dimensions between the ethical climate perceptions held by primary school teachers and students.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları
Kaynak
Değerler Eğitimi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
10
Sayı
23
