Öğretmenlerde örgütsel adalet, örgütsel bağlılık ve iş doyumu algıları arasındaki ilişkiler
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Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Kırıkkale Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmanın amacı, ortaokullarda görev yapan öğretmenlerin örgütsel adalet, örgütsel bağlılık ve iş doyumu algıları arasındaki ilişkilerin incelemesidir. Çalışmanın evrenini 2021-2022 eğitim öğretim yılında Kırıkkale ilindeki ortaokullarda görev yapan 994 öğretmen oluşturmaktadır. Araştırma 371 öğretmenin katılımı ile yürütülmüştür. Veri toplama araçları olarak Örgütsel Adalet, Örgütsel Bağlılık ve İş Doyumu ölçekleri kullanılmıştır. Verilerin çözümlenmesinde betimsel istatistiklerle birlikte korelasyon, regresyon ve yol analizleri kullanılmıştır. Araştırmada öğretmenlerin örgütsel adalet ve iş doyumu algıları yüksek düzeyde, örgütsel bağlılık algılarının orta düzeyde olduğu saptanmıştır. Demografik değişkenlerden cinsiyet, öğretmen sayısı, öğrenci sayısı ve mesleki deneyim değişkenlerinin öğretmenlerin örgütsel adalet algısında; cinsiyet ve mesleki deneyim değişkenlerinin örgütsel bağlılık algısında; öğrenci sayısı değişkenin iş doyumu algısında belirleyici olduğu görülmüştür. Ayrıca öğretmenlerin örgütsel adalet, örgütsel bağlılık ve iş doyumu algıları arasında anlamlı, pozitif ve orta düzeyde ilişki olduğu belirlenmiştir. Araştırma sonuçları, örgütsel adaletin iş doyumu üzerindeki örgütsel bağlılık aracılığıyla olan dolaylı etkisinin doğrudan etkisinden daha güçlü olduğunu göstermektedir.
The aim of the study is to examine the relationships between the perceptions of organizational justice, organizational commitment and job satisfaction of teachers working in secondary schools. The universe of the study consists of 994 teachers working in secondary schools in Kırıkkale in the 2021-2022 academic year. The research was carried out with the participation of 371 teachers. Organizational Justice, Organizational Commitment and Job Satisfaction scales were used as data collection tools. Correlation, regression and path analyzes were used together with descriptive statistics in the analysis of the data. In the study, it was determined that teachers' perceptions of organizational justice and job satisfaction were high, and their perceptions of organizational commitment were moderate. It has been seen that the variable of the number of students is determinant in the perception of job satisfaction; perception of the demographic variables, gender, number of teachers, number of students and professional experience variables are determinant, in the organizational justice; gender and professional experience variables are determinant in the perception of organizational commitment. In addition, it was determined that there was a significant, positive and moderate relationship between teachers' perceptions of organizational justice, organizational commitment and job satisfaction. The results of the research show that the indirect effect of organizational justice on job satisfaction through organizational commitment is stronger than its direct effect.
The aim of the study is to examine the relationships between the perceptions of organizational justice, organizational commitment and job satisfaction of teachers working in secondary schools. The universe of the study consists of 994 teachers working in secondary schools in Kırıkkale in the 2021-2022 academic year. The research was carried out with the participation of 371 teachers. Organizational Justice, Organizational Commitment and Job Satisfaction scales were used as data collection tools. Correlation, regression and path analyzes were used together with descriptive statistics in the analysis of the data. In the study, it was determined that teachers' perceptions of organizational justice and job satisfaction were high, and their perceptions of organizational commitment were moderate. It has been seen that the variable of the number of students is determinant in the perception of job satisfaction; perception of the demographic variables, gender, number of teachers, number of students and professional experience variables are determinant, in the organizational justice; gender and professional experience variables are determinant in the perception of organizational commitment. In addition, it was determined that there was a significant, positive and moderate relationship between teachers' perceptions of organizational justice, organizational commitment and job satisfaction. The results of the research show that the indirect effect of organizational justice on job satisfaction through organizational commitment is stronger than its direct effect.
Açıklama
Sosyal Bilimler Enstitüsü, Eğitim Yönetimi ve Denetimi Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
