A qualitative research on organizational peace in schools

Abstract

The concept of organisational peace is a dynamic situation that can develop through open communication, whose main elements are justice, trust and goodwill, and affect the peace and happiness of individuals. Organisational peace consists of two dimensions such as ‘internal organisational peace’ and ‘external organisational peace’. ‘Internal organisational peace’, which is formed by relations and conditions within the organisation itself, is influenced by four factors such as individual, organisational, managerial and job characteristics. The ‘external organisational peace’, which is formed by the organisation's relations with others, stems from the direct–indirect, optional or obligatory interactions of the organisation. External organisational peace is influenced by five factors such as hierarchical relations, close environment, other organisations, society and global relations. This research is the first study that provides a conceptual framework for the concept of organisational peace and examines the concept of organisational peace empirically. The aim of this study is to determine the views of teachers in the ‘internal organisational peace’ dimension in schools. The research was carried out in the phenomenological design of qualitative research methods. The study group consisted of 10 teachers selected by the criterion sampling method. Teachers explain the concept of organisational peace with happiness, common goals, cooperation, justice, comfort, democratic values, harmony, respect and healthy communication. Factors that promote ‘internal organisational peace’ are positive personality, job satisfaction, fair practices, effective organisational communication, competencies of managers and good physical conditions of the job. Factors that prevent ‘internal organisational peace’ are negative personality, violent behaviour, unfair management, closed communication and bad physical conditions of the job.
 Keywords: Organisational peace, school, Turkey.

Okulda Örgütsel Barış Ölçeği (OÖBÖ) Geçerlik ve Güvenirlik Çalışması

“…Organizational peace has been mentioned by researchers while defining the research subjects or discussing their findings in studies carried on diverse disciplines (Emeti, 2012;Gül, 2010;Mwıtarı, 2009;Parveen, 2018;Tunçer, 2019). However, there are limited studies that directly discuss organizational peace, focused on analyzing it theoretically or empirically (Dogus, 2019;Hardwick and Landuyt, 1961;Okpalıbekwe, Onyekwelu and Dıke, 2015). Yet, modern people continue almost all of their life as a member of various organizations as from starting the preschool (Şenel and Buluç, 2016).…”

“…Buna karşın Tunçer (2019) işyerinde psikolojik tacizin, Gül (2010) çalışanların birbirlerine zarar verici, kırıcı ve haksız davranışlarının, Parveen (2018) iş ve özel yaşam çatışmasının örgütsel barışa zarar verdiğini ifade etmiştir. Ancak literatürde doğrudan örgütsel barış kavramını kuramsal veya ampirik olarak incelemeye odaklanan çok sınırlı araştırma bulunmaktadır (Dogus, 2019;Hardwick ve Landuyt, 1961;Okpalıbekwe, Onyekwelu ve Dıke, 2015).…”

The Influence of Multi - Cultural Higher Education on Economic Development

“…It examined the contributions of universities to the economy of North Cyprus and the stakeholders and the effect of university students on social and cultural structure. Qualitative reseaches, as Dogus [11] and Yıldırım & Şimşek [28] explain is a method through which "observations, interviews, and document analysis is used to reveal perceptions and events in a natural environment realistically and in full. In qualitative studies events are dealt with in detail without any worries about generalization [30].…”