ÖĞRETMENLERİN ÖZ-YETERLİKLERİ VE ÖRGÜTSEL ÖZDEŞLEŞMELERİ

Yıl 2024, Cilt: 11 Sayı: 2, 1 – 21, 01.05.2024

Faruk Kaya , Sümeyye Kaya , Pelin Görmez , Hakan Coşkun , Erdoğan Şengezer

Öz

Self-efficacy and organizational identification levels of teachers in school settings are two prominent characteristics in terms of their professional performance. The current research examines the relationship between the self-efficacy of primary and secondary school teachers and their organizational identification levels with the schools where they work. Additionally, the study investigates how these characteristics differ according to teachers’ gender, age, and professional seniority. A total of 384 teachers, 122 male and 262 female, working in Adana province were included in the study using a convenient sampling method. The research findings revealed significant and positive relationships between teachers’ overall self-efficacy and organizational identification levels. Self-efficacy and organizational identification characteristics did not show significant differences according to demographic variables. Moreover, a subdimension of self-efficacy, that is perseverance-insistence, and professional seniority were identified as significant predictors of organizational identification levels. The obtained results are generally consistent with the findings in the literature. The findings are discussed, and recommendations are provided accordingly.

Anahtar Kelimeler

Teacher, Self-efficacy, Organizational identification

Proje Numarası

Yok

Kaynakça

  • Akman, Y. (2017). Öğretmenlerin algılarına göre iş motivasyonu ve örgütsel özdeşleşme arasındaki ilişki. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 14(27), 71-88.
  • Ashforth, B. E. ve Mael, F. (1989). Social identity theory and the organization. The Academy of Management Review, 14(1), 20-39.
  • Ashforth, B. E., Harrison, S. H. ve Corley, K. G. (2008). Identification in organizations: An examination of four fundamental questions. Journal of Management, 34(3), 325-374. DOI: 10.1177/0149206308316059
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychogical Review, 84(2), 191-215.
  • Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184.
  • Bandura, A. (1995). Self-efficacy in changing societies. Cambridge University Press.
  • Barker, J. R., & Tompkins, P. K. (1994). Identification in the self-managing organization: Characteristics of target and tenure. Human Communication Research, 21(2), 223–240. https://doi.org/10.1111/j.1468-2958.1994.tb00346.x
  • Bartels, J. (2006). Organizational identification and communicatıon: Employees’ evaluations of internal communication and its effect on identification at different organizational levels. [Unpublished doctoral dissertation]. Twente Üniversitesi.
  • Bümen, N. T. (2010). The relationship between demographics, self efficacy, and burnout among teachers. Egitim Arastirmalari-Eurasian Journal of Educational Research, 40, 17-36.
  • Caprara, G. V., Barbaranelli, C., Steca, P. & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44, 473–490.
  • Carmeli, A., Gilat, G. & Waldman, D.A. (2007). The role of perceived organizational performance in organizational identification, adjustment and job performance. Journal of Management Studies, 44(6), 972-992.
  • Carmeli, A., Gilat, G., & Waldman, D. A. (2007). The role of perceived organizational performance in organizational identification, adjustment and job performance. Journal of Management Studies, 44(6), 972-992. https://doi.org/10.1111/j.1467-6486.2007.00691.x
  • Christ, O., Van Dick, R., Wagner, U. & Stellmacher, J. (2003). When teachers go the extra mile: Foci of organisational identification as determinants of different forms of organisational citizenship behaviour among schoolteachers. British Journal of Educational Psychology, 73, 329–341.
  • Clapp-Smith, R., Vogelgesang, G. R., & Avey, J. B. (2009). Authentic leadership and positive psychological capital: The mediating role of trust at the group level of analysis. Journal of Leadership & Organizational Studies, 15(3), 227-240.
  • Cooper, D. & Thatcher, S. (2010). Identification in organizations: The role of self-concept orientations and identification motives. Academy of Management Review, 35(4), 516-538.
  • Deniz, S. and Tican, C. (2017). Öğretmen adaylarının öğretmen öz-yeterlik inançları ile mesleki kaygılarına yönelik görüşlerinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 1838-1859. https://doi.org/10.17240/aibuefd.2017.17.32772-363968
  • Ekici, G. (2006). A study on vocational high school teachers’ sense of self-efficacy beliefs. Eurasian Journal of Educational Research, 24, 87-96.
  • Ertürk, A. (2010). Exploring predictors of organizational identification: Moderating role of trust on the associations between empowerment, organizational support, and identification. European Journal of Work and Organizational Psychology, 19(4), 409-441. doi: 10.1080/13594320902834149
  • Farooq, O., Rupp, D. E., & Farooq, M. (2017). The multiple pathways through which internal and external corporate social responsibility influence organizational identification and multifoci outcomes: the moderating role of cultural and social orientations. Academy of Management Journal, 60(3), 954-985.
  • Fettahlıoğlu, Ö.O. & Koca, N. (2015). Örgütsel özdeşleşme ve örgütsel vatandaşlık ilişkisinde örgütsel desteğin düzenleyici etkisi. Sosyal Bilimler Dergisi, 2(4), 1-10.
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  • Fox, C., Webster, B. D., & Casper, W. C. (2018). Spirituality, psychological capital and employee performance: an empirical examination. Journal of Management Issues, 30, 194–213.
  • Gautam, T., Van Dick, R., & Wagner, U. (2004). Organizational identification and organizational commitment: Distinct aspects of two related concepts. Asian Journal of Social Psychology, 7(3), 301-315. https://doi.org/10.1111/j.1467-839X.2004.00150.x
  • Gençtürk, A. ve Memiş, A. (2010). İlköğretim okulu öğretmenlerinin öz-yeterlik algıları ve iş doyumlarının demografik faktörler açısından incelenmesi. İlköğretim Online, 9(3), 1037-1054.
  • Gholami, L. (2015). Teacher self-efficacy and teacher burnout: A study of relations. International Letters of Social and Humanistic Sciences, 60, 83-86.
  • Guo, C., Miller, J. K., Woodard, M. S., Miller, D. J., Silvernail, K. D., Aydin, M. D., Lemos, A. H. d. C., Kumpikaite-Valiuniene, V., Nair, S., Donnelly, P. F., Marx, R. D. & Peters, L. M. (2018). Self-concept orientation and organizational identification: A mediated relationship. Journal of Managerial Psychology, 33(4/5), 358-371. https://doi.org/10.1108/JMP-09-2017-0293
  • Harris, G. E. & Cameron, J. E. (2005). Multiple dimensions of organizational identification and commitment as predictors of turnover intentions and psychological well-being. Canadian Journal of Behavioral Science, 37, 159-169.
  • Kalemci Tüzün, İ., Çetin, F., Basım, H. N. ve Burgess, T. F. (2018). Improving job performance through identification and psychological capital. International Journal of Productivity and Performance Management, 67(1), 155-170.
  • Karadeniz, B. C. ve Yavuz, C. (2009). Sınıf öğretmenlerinin motivasyonunun iş tatmini üzerine etkisi. Uluslararası Sosyal Araştırmalar Dergisi, 2(9), 507-509.
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ÖĞRETMENLERİN ÖZ-YETERLİKLERİ VE ÖRGÜTSEL ÖZDEŞLEŞMELERİ

Yıl 2024, Cilt: 11 Sayı: 2, 1 – 21, 01.05.2024

Faruk Kaya , Sümeyye Kaya , Pelin Görmez , Hakan Coşkun , Erdoğan Şengezer

Öz

Eğitim kurumlarında göre yapan öğretmenlerin mesleki performansları açısından öz-yeterlik inançları ve örgütsel özdeşleşme düzeyleri ön plana çıkan iki özelliktir. Bu araştırmada ilkokullarda ve ortaokullarda görev yapmakta olan öğretmenlerinin genel öz-yeterlik inançları ve çalıştıkları kurumlar olan okullarına yönelik örgütsel özdeşleşme düzeyleri arasındaki ilişki incelenmiştir. Ayrıca bu özelliklerin öğretmenlerin cinsiyeti, yaşı ve mesleki kıdemi gibi özelliklere göre nasıl farklılık gösterdiği araştırılmıştır. Araştırmaya Adana ilinde görev yapmakta olan 122’si erkek ve 262’si kadın olmak üzere 384 öğretmen uygun örnekleme yöntemiyle dahil edilmiştir. Araştırma sonucunda öğretmenlerin genel öz-yeterlikleri ile örgütsel özdeşleşme düzeyleri arasındaki ilişkinin olumlu ve istatistiki olarak anlamlı olduğu bulunmuştur. Öz-yeterlik ve örgütsel özdeşleşme özellikleri, demografik değişkenlere göre anlamlı düzeyde farklılık göstermemiştir. Ayrıca, örgütsel özdeşleşme düzeyinin anlamlı yordayıcıları olarak öz-yeterlik sürdürme alt boyutu, yaş ve mesleki kıdem bulunmuştur. Ulaşılan bulgular genel olarak alanyazındaki bulgular ile tutarlılık göstermektedir. Bulgular tartışılmış ve bunlara bağlı olarak önerilerde bulunulmuştur.

Anahtar Kelimeler

Öğretmen, Öz-yeterlik, Örgütsel özdeşleşme

Etik Beyan

Araştırma yayın etik kurallarına uygun olarak hazırlanmıştır. Araştırma kapsamında verilerin toplanması 2019 yılı içinde gerçekleştirilmiştir. Bu doğrultuda o zaman ait araştırma etik kurallarına uygun hareket edilmiştir. Katılımcılar bilgilendirilmiş onam formunu kabul ederek ve haklarını bilerek araştırmaya gönüllü olarak katılmışlardır. Bu konudaki sorumluluklara yazarlara aittir.

Destekleyen Kurum

Yok

Proje Numarası

Yok

Kaynakça

  • Akman, Y. (2017). Öğretmenlerin algılarına göre iş motivasyonu ve örgütsel özdeşleşme arasındaki ilişki. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 14(27), 71-88.
  • Ashforth, B. E. ve Mael, F. (1989). Social identity theory and the organization. The Academy of Management Review, 14(1), 20-39.
  • Ashforth, B. E., Harrison, S. H. ve Corley, K. G. (2008). Identification in organizations: An examination of four fundamental questions. Journal of Management, 34(3), 325-374. DOI: 10.1177/0149206308316059
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychogical Review, 84(2), 191-215.
  • Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184.
  • Bandura, A. (1995). Self-efficacy in changing societies. Cambridge University Press.
  • Barker, J. R., & Tompkins, P. K. (1994). Identification in the self-managing organization: Characteristics of target and tenure. Human Communication Research, 21(2), 223–240. https://doi.org/10.1111/j.1468-2958.1994.tb00346.x
  • Bartels, J. (2006). Organizational identification and communicatıon: Employees’ evaluations of internal communication and its effect on identification at different organizational levels. [Unpublished doctoral dissertation]. Twente Üniversitesi.
  • Bümen, N. T. (2010). The relationship between demographics, self efficacy, and burnout among teachers. Egitim Arastirmalari-Eurasian Journal of Educational Research, 40, 17-36.
  • Caprara, G. V., Barbaranelli, C., Steca, P. & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44, 473–490.
  • Carmeli, A., Gilat, G. & Waldman, D.A. (2007). The role of perceived organizational performance in organizational identification, adjustment and job performance. Journal of Management Studies, 44(6), 972-992.
  • Carmeli, A., Gilat, G., & Waldman, D. A. (2007). The role of perceived organizational performance in organizational identification, adjustment and job performance. Journal of Management Studies, 44(6), 972-992. https://doi.org/10.1111/j.1467-6486.2007.00691.x
  • Christ, O., Van Dick, R., Wagner, U. & Stellmacher, J. (2003). When teachers go the extra mile: Foci of organisational identification as determinants of different forms of organisational citizenship behaviour among schoolteachers. British Journal of Educational Psychology, 73, 329–341.
  • Clapp-Smith, R., Vogelgesang, G. R., & Avey, J. B. (2009). Authentic leadership and positive psychological capital: The mediating role of trust at the group level of analysis. Journal of Leadership & Organizational Studies, 15(3), 227-240.
  • Cooper, D. & Thatcher, S. (2010). Identification in organizations: The role of self-concept orientations and identification motives. Academy of Management Review, 35(4), 516-538.
  • Deniz, S. and Tican, C. (2017). Öğretmen adaylarının öğretmen öz-yeterlik inançları ile mesleki kaygılarına yönelik görüşlerinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 1838-1859. https://doi.org/10.17240/aibuefd.2017.17.32772-363968
  • Ekici, G. (2006). A study on vocational high school teachers’ sense of self-efficacy beliefs. Eurasian Journal of Educational Research, 24, 87-96.
  • Ertürk, A. (2010). Exploring predictors of organizational identification: Moderating role of trust on the associations between empowerment, organizational support, and identification. European Journal of Work and Organizational Psychology, 19(4), 409-441. doi: 10.1080/13594320902834149
  • Farooq, O., Rupp, D. E., & Farooq, M. (2017). The multiple pathways through which internal and external corporate social responsibility influence organizational identification and multifoci outcomes: the moderating role of cultural and social orientations. Academy of Management Journal, 60(3), 954-985.
  • Fettahlıoğlu, Ö.O. & Koca, N. (2015). Örgütsel özdeşleşme ve örgütsel vatandaşlık ilişkisinde örgütsel desteğin düzenleyici etkisi. Sosyal Bilimler Dergisi, 2(4), 1-10.
  • Foote, N. N. (1951). Identification as the basis for a theory of motivation. American Sociological Review, 16, 14–21. https://doi.org/10.2307/2087964
  • Fox, C., Webster, B. D., & Casper, W. C. (2018). Spirituality, psychological capital and employee performance: an empirical examination. Journal of Management Issues, 30, 194–213.
  • Gautam, T., Van Dick, R., & Wagner, U. (2004). Organizational identification and organizational commitment: Distinct aspects of two related concepts. Asian Journal of Social Psychology, 7(3), 301-315. https://doi.org/10.1111/j.1467-839X.2004.00150.x
  • Gençtürk, A. ve Memiş, A. (2010). İlköğretim okulu öğretmenlerinin öz-yeterlik algıları ve iş doyumlarının demografik faktörler açısından incelenmesi. İlköğretim Online, 9(3), 1037-1054.
  • Gholami, L. (2015). Teacher self-efficacy and teacher burnout: A study of relations. International Letters of Social and Humanistic Sciences, 60, 83-86.
  • Guo, C., Miller, J. K., Woodard, M. S., Miller, D. J., Silvernail, K. D., Aydin, M. D., Lemos, A. H. d. C., Kumpikaite-Valiuniene, V., Nair, S., Donnelly, P. F., Marx, R. D. & Peters, L. M. (2018). Self-concept orientation and organizational identification: A mediated relationship. Journal of Managerial Psychology, 33(4/5), 358-371. https://doi.org/10.1108/JMP-09-2017-0293
  • Harris, G. E. & Cameron, J. E. (2005). Multiple dimensions of organizational identification and commitment as predictors of turnover intentions and psychological well-being. Canadian Journal of Behavioral Science, 37, 159-169.
  • Kalemci Tüzün, İ., Çetin, F., Basım, H. N. ve Burgess, T. F. (2018). Improving job performance through identification and psychological capital. International Journal of Productivity and Performance Management, 67(1), 155-170.
  • Karadeniz, B. C. ve Yavuz, C. (2009). Sınıf öğretmenlerinin motivasyonunun iş tatmini üzerine etkisi. Uluslararası Sosyal Araştırmalar Dergisi, 2(9), 507-509.
  • Kesicioğlu, O. S. ve Güven, G. (2014). Okul öncesi öğretmen adaylarının özyeterlik düzeyleri ile problem çözme, empati ve iletişim becerileri arasındaki ilişkinin incelenmesi. Turkish Studies – International Periodical For The Languages, Literature and History of Turkish or Turkic, 9(5), 1371-1383.
  • Kiremit, Ö. H., (2006). Fen bilgisi öğretmenliği öğrencilerinin biyoloji ile ilgili öz yeterlilik inançlarının karşılaştırılması. Yayınlanmamış Doktora Tezi. Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Korkut, K. ve Babaoğlan, E. (2012). Sınıf öğretmenlerinin öz yeterlik inançları. Uluslararası Yönetim İktisat ve İşletme Dergisi, 8(16), 269-282.
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  • Luszczynska, A., Scholz, U., & Schwarzer, R. (2005). The general self-efficacy scale: Multicultural validation studies. The Journal of Psychology: Interdisciplinary and Applied, 139(5), 439–457. https://doi.org/10.3200/JRLP.139.5.439-457
  • Luthans, F., Avolio, B. J., Avey, J. B. ve Norman, S. M. (2007). Psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60, 541–572.
  • Mael, F. & Ashforth, B. E. (1992). Alumni and their alma mater: A partial test of the reformulated model of organizational identification. Journal of Organizational Behavior, 13(2),103-123.
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  • Moke, K. F., Chang, K. W., Prihadi, K., & Goh, C. L. (2018). Mediation effect of resilience on the relationship between self-efficacy and competitiveness among university students. International Journal of Evaluation and Research in Education, 7, 279–284. doi: 10.11591/ijere.v7i4. 15725.
  • Newman, A., Obschonka, M., Schwarz, S., Cohen, M., & Nielsen, I. (2019). Entrepreneurial self-efficacy: A systematic review of the literature on its theoretical foundations, measurement, antecedents, and outcomes, and an agenda for future research. Journal of Vocational Behavior, 110, 403-419. https://doi.org/10.1016/j.jvb.2018.05.012
  • Nie, Y., Tan, G. H., Liau, A. K., Lau, S. & Chua, B. L. (2013). The roles of teacher efficacy in instructional innovation: Its predictive relations to constructivist and didactic instruction. Educational Research for Policy and Practice, 12(1), 67-77.
  • Norman, S. M, Avey, J. B., Nimnicht, J. L. ve Graber, P. N. (2010). The interactive effects of psychological capital and organizational identity on employee organizational citizenship and deviance behaviors. Journal of Leadership & Organizational Studies, 17(4), 380-391.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
  • Rawat, P. S. (2011). Effect of psychological empowerment on commitment of employees: An empirical study. 2011 2nd International Conference on Humanities, Historical, and Social Sciences IPEDR, 17, 143-147.
  • Riketta, M. (2005). Organizational identification: A meta-analysis. Journal of Vocational Behavior, 66, 358-384. Rimm, H., & Jerusalem, M. (1999). Adaptation and validation of an Estonian version of the General Self-Efficacy Scale (ESES). Anxiety, Stress & Coping: An International Journal, 12(3), 329–345. https://doi.org/10.1080/10615809908250481
  • Schmitz, G. S. (2000). Structure and dynamics of teacher self-efficacy: A protective factor against strain and burnout? http//www/diss.fu-berlin.de/2000/29/indexe.html.
  • Schwarzer, R. & Scholz, U. (2000). Cross-cultural assessment of coping resources: The general perceived self-efficacy scale. Paper presented at the Asian Congress of Health Psychology Health Psychology and Culture, Tokyo, Japan.
  • Schwarzer, R., & Hallum, S. (2008). Perceived teacher self‐efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology, 57(1), 152-171.
  • Shearman, M. S. (2013). American workers' organizational identification with a Japanese multinational manufacturer. International Journal of Human Resource Management, 24(10), 1968-1984.
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  • Uzun, T. (2018). Öğretmenlerin algıladığı örgütsel destek ile örgütsel özdeşleşme ve ı̇şten ayrılma niyeti arasındaki ı̇lişki: Örgütsel güvenin aracı rolü. Karadeniz Sosyal Bilimler Dergisi, 10(18), 133-155.
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  • Walumbwa, F. O., Mayer, D. M., Wang, P., Wang, H., Workman, K., & Christensen, A. L. (2011). Linking ethical leadership to employee performance: The roles of leader-member exchange, self-efficacy, and organizational identification. Organizational Behavior and Human Decision Processes, 115(2), 204-213. https://doi.org/10.1016/j.obhdp.2010.11.002
  • Wiesenfeld, B. M., Raghuram, S., & Garud, R. (2001). Organizational identification among virtual workers: the role of need for affiliation and perceived work-based social support. Journal of Management, 27(2), 213-229.
  • Yenice, N. (2012). Öğretmen adaylarının öz-yeterlik düzeyleri ile problem çözme becerilerinin incelenmesi. Elektronik Sosyal Bilimler Dergisi, 11(39), 36-58.
  • Yıldırım, F. ve İlhan, İ. Ö. (2010). Genel özyeterlilik ölçeği Türkçe formunun geçerlik ve güvenilirlik çalışması. Türk Psikiyatri Dergisi, 21(4), 301-308.
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  • Zimmerman, B. J. (2000). Self-Efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91.

Toplam 72 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Psikolojisi
BölümResearch Article
Yazarlar

Faruk Kaya Karabucak İlkokulu 0009-0004-9134-7452 Türkiye

Sümeyye Kaya Bahçelievler 15 Temmuz Şehitleri İlkokulu 0009-0007-4830-1725 Türkiye

Pelin Görmez Petrol Ofisi İlkokulu 0009-0009-4289-8051 Türkiye

Hakan Coşkun Ahmet Karabucak İlkokulu 0009-0005-4102-5436 Türkiye

Erdoğan Şengezer Petrol Ofisi İlkokulu 0009-0004-6787-1676 Türkiye

Proje NumarasıYok
Yayımlanma Tarihi1 Mayıs 2024
Gönderilme Tarihi22 Ocak 2024
Kabul Tarihi5 Nisan 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 11 Sayı: 2

Kaynak Göster

APAKaya, F., Kaya, S., Görmez, P., Coşkun, H., vd. (2024). ÖĞRETMENLERİN ÖZ-YETERLİKLERİ VE ÖRGÜTSEL ÖZDEŞLEŞMELERİ. Avrasya Sosyal Ve Ekonomi Araştırmaları Dergisi, 11(2), 1-21.

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