Okul idarecilerinin birey-örgüt uyumları ile tükenmişlik düzeyleri arasındaki ilişki
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Maltepe Üniversitesi, Lisansüstü Eğitim Enstitüsü
Erişim Hakkı
Attribution-NonCommercial-NoDerivs 3.0 United States
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada okul idarecilerinin çeşitli demografik değişkenler ölçüt alındığında birey örgüt uyumları ile tükenmişlik düzeyleri arasındaki ilişkinin anlamlı bir farklılık gösterip göstermediğini incelenmesi amaçlamıştır. Araştırma nicel araştırma yöntemlerinden ilişkisel tarama modeline uygun olarak gerçekleştirilmiştir. Araştırmanın çalışma grubunu, 2020-2021 eğitim ve öğretim yılında İstanbul İli Maltepe İlçesinde Milli Eğitim Bakanlığına bağlı olarak faaliyet gösteren özel ve devlet ilkokul, ortaokul ve liselerde görev yapan 186 okul idarecisi oluşturmaktadır. Araştırmanın verilerinin toplanmasında Cable ve Judge (1997) tarafından geliştirilen ve Ünal ve Turgut (2013) tarafından Türkçeye çevirisi yapılan 39 maddelik ‘Birey-Örgüt Uyumu Ölçeği’ ve mesleki tükenmişlik düzeylerini ölçmek üzere Maslach ve Jackson (1981) tarafından geliştirilen Ergin (1993) tarafından Türkçe uyarlaması yapılan ‘Maslach Tükenmişlik Ölçeği’ kullanılmıştır. Birey-Örgüt Uyumu Ölçeğinin bu araştırma için uygunluğu Cronbach Alpha modeli ile güvenirlik katsayıları hesaplanarak incelenmiştir. Maslach Tükenmişlik Ölçeği’nin bu çalışma için uygunluğu/güvenirliği ise madde analizi (Alpha modeli) yoluyla araştırılmıştır. Araştırmada elde edilen veriler SPSS 26.0 istatistik programına aktarılmış ve istatistiki çözümlemeleri yapılmıştır. Yapılan analizler sonucunda okul idarecilerinin medeni durumu hariç diğer değişkenlerin birey-örgüt uyumu düzeyi üzerinde anlamlı bir farklılık oluşturduğu görülmüştür. Tükenmişlikleri incelendiğinde; okul idarecilerinin, görevi ve mesleki eğitim alma durumları, duygusal tükenme düzeyleri üzerinde anlamlı bir farklılık oluşturmazken, diğer değişkenler anlamlı bir farklılık oluşturmuştur. Duyarsızlaşma düzeyleri üzerinde ise okul idarecilerinin okul yönetimi konusunda eğitim almaları ve medeni durumlarının anlamlı bir farklılık oluşturduğu görülmüştür. Ancak diğer demografik özellikler açısından anlamlı bir fark görülememiştir. Okul idarecilerinin, cinsiyet, yaş, okul türü ve okul yönetimi konusunda eğitim alma durumlarının, kişisel başarı düzeyleri üzerinde anlamlı bir farkı olmadığı fakat, okul idarecilerinin eğitim durumu, görevi, görev yapılan okul kademesi ve mesleki kıdemin kişisel başarı düzeyleri üzerinde anlamlı bir farkı olduğu görülmüştür. Sonuç olarak okul idarecilerinin birey örgüt uyumu puanları arttıkça duygusal tükenme ve duyarsızlaşma puanları da artmaktadır. Fakat okul idarecilerinin birey-örgüt uyumu puanları arttıkça kişisel başarı puanları düşmektedir. Bu çalışma ile okul idarecilerinin birey-örgüt uyumlarıyla tükenmişlik düzeyleri arasında anlamlı bir ilişki olduğu saptanmıştır.
In this study, it was aimed to examine whether there is a significant difference in the relationship between school administrators' individual organization-adaptattion and burnout levels when various demographic variables are taken into account. The research was carried out in accordance with the relational survey model, one of the quantitative research methods. The study group of the research consists of 186 school administrators working in private and public primary, secondary and high schools operating under the Ministry of National Education in the Maltepe District of Istanbul in the 2020-2021 academic year. In the data collection aspect of the study, the 39-item 'Person-Organization Fit Scale' developed by Cable and Judge (1997), translated into Turkish by Ünal and Turgut (2013) and The Maslach Burnout Scale, which was developed by Maslach and Jackson (1981) and adapted into Turkish by Ergin (1993), was used.The suitability of the Individual-Organization Fit Scale for this study was examined by calculating the reliability coefficients using the Cronbach Alpha model.The suitability/reliability of the Maslach Burnout Scale for this study was investigated through item analysis (Alpha model).The data obtained in the research were transferred to the SPSS 26.0 statistical program and statistical analyzes were made. As a result of the analysis, it was seen that the demographic characteristics of the school administrators, except for the marital status, were a significantdifference on the level of individual-organization harmony.It has been determined that school administrators' job and vocational training status do not have a significant difference on emotional exhaustion levels, but school administrators' gender, school stage, professional seniority, age, marital status and school type are effective on emotional exhaustion levels.The effects of school administrators' education on school management and marital status on depersonalization levels were observed.However, no significant difference of other demographic characteristics was observed.It has been observed that school administrators' gender, age, school type and education status on school management do not have an effect on their personal achievement levels, but school administrators' educational status, duty, school level and professional seniority have a significant difference on their personal success levels. As a result, as the individual-organization adaptation scores of school administrators increase, their emotional exhaustion and depersonalization scores also increase.However, as the individual-organization fit scores of school administrators increase, their personal achievement scores decrease.In this study, it was determined that there is a significant relationship between school administrators' individual-organization adaptation and burnout levels.
In this study, it was aimed to examine whether there is a significant difference in the relationship between school administrators' individual organization-adaptattion and burnout levels when various demographic variables are taken into account. The research was carried out in accordance with the relational survey model, one of the quantitative research methods. The study group of the research consists of 186 school administrators working in private and public primary, secondary and high schools operating under the Ministry of National Education in the Maltepe District of Istanbul in the 2020-2021 academic year. In the data collection aspect of the study, the 39-item 'Person-Organization Fit Scale' developed by Cable and Judge (1997), translated into Turkish by Ünal and Turgut (2013) and The Maslach Burnout Scale, which was developed by Maslach and Jackson (1981) and adapted into Turkish by Ergin (1993), was used.The suitability of the Individual-Organization Fit Scale for this study was examined by calculating the reliability coefficients using the Cronbach Alpha model.The suitability/reliability of the Maslach Burnout Scale for this study was investigated through item analysis (Alpha model).The data obtained in the research were transferred to the SPSS 26.0 statistical program and statistical analyzes were made. As a result of the analysis, it was seen that the demographic characteristics of the school administrators, except for the marital status, were a significantdifference on the level of individual-organization harmony.It has been determined that school administrators' job and vocational training status do not have a significant difference on emotional exhaustion levels, but school administrators' gender, school stage, professional seniority, age, marital status and school type are effective on emotional exhaustion levels.The effects of school administrators' education on school management and marital status on depersonalization levels were observed.However, no significant difference of other demographic characteristics was observed.It has been observed that school administrators' gender, age, school type and education status on school management do not have an effect on their personal achievement levels, but school administrators' educational status, duty, school level and professional seniority have a significant difference on their personal success levels. As a result, as the individual-organization adaptation scores of school administrators increase, their emotional exhaustion and depersonalization scores also increase.However, as the individual-organization fit scores of school administrators increase, their personal achievement scores decrease.In this study, it was determined that there is a significant relationship between school administrators' individual-organization adaptation and burnout levels.
Açıklama
Anahtar Kelimeler
Birey-örgüt uyumu, Tükenmişlik, Okul idarecisi, Okul yöneticisi, Individual-organization adaptation, Burnout, School administrator, School manager
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Özdemir İşman, T. (2022). Okul idarecilerinin birey-örgüt uyumları ile tükenmişlik düzeyleri arasındaki ilişki / Relationship between school administrators' individual-organization adaptation and their level of burnout (Yayımlanmamış Yüksek Lisans Tezi). Maltepe Üniversitesi, Lisansüstü Eğitim Enstitüsü, İstanbul.
