Öğretmenlerin Örgütsel Güven Algılarının Değişime İlişkin Tutumlarına Etkisi

Abstract

Introduction Organizations need a sense of trust that will strengthen their corporate commitment to enable employees to use their qualities and creativity. For this reason, the concept of organizational trust has recently taken an important status in all organizations worldwide (Halis, Gökgöz & Yaşar, 2007). Trust, which is founded on the basis of employees' relations with each other and with the organization, Paliszkiewicz and Koohang (2013) have defined as an individual's belief and positive expectation for a situation or a person. Because of the fact that their input and output are human (Türker & Çelik, 2018) trust has a more important position for schools that are educational organizations. Due to this, in the past few years, issues related to trust have been at the center of debates about the future of education (Louis, 2007). Hoy and Tschannen-Moren (2003) examined organizational trust in schools with trust in principal, colleagues and clients (parents and students) dimensions. The concept of change, which has been effective since mankind's existence, is being felt more prominently in our time. Organizations have to adapt to changes and developments that are taking Öz: Araştırmada, öğretmenlerin örgütsel güven algılarının değişime ilişkin tutumlarına etkisini belirlemek amaçlanmıştır. İlişkisel tarama modelinde tasarlanan araştırmanın örneklemini, Burdur ili Yeşilova, Karamanlı ve Tefenni ilçelerinde görev yapan 315 öğretmen oluşturmaktadır. Veriler, Örgütsel Güven Ölçeği ve Değişme Tutum Ölçeği ile toplanmıştır. Verilerin analizinde bağımsız iki örneklem t-testi, tek yönlü varyans analizi ve çoklu regresyon analizi kullanılmıştır. Araştırmanın sonucunda öğretmenlerin örgütsel güven algılarının ve değişime ilişkin tutumlarının yüksek düzeyde olduğu, öğretmenlerin değişime ilişkin tutumlarının yaşa ve kıdeme göre farklılaştığı bulunmuştur. Yöneticiye güven, paydaşlara güven ve meslektaşlara güvenin değişime ilişkin tutumu pozitif yönde yordadığı saptanmıştır. Araştırmanın bulguları, ilgili alınyazın ışığında tartışılarak gelecekte yapılacak çalışmalar için çeşitli önerilerde bulunulmuştur.

Relationship Between School Principals' Narcissistic Leadership Behaviors and Teachers' Organizational Trust and Organizational Cynicism Levels (A Path Analysis Study)

“…In relation to teachers' perception of organizational trust, it was determined that teachers perceive their principals and colleagues trustful while teachers' perceived trust in stakeholders was at a lower level and these findings overlap with the findings in the literature (Arslan, 2009;Çınar, 2013;Çelik & Gencer, 2019;Doğan & Karakuş, 2020;Kovancı & Ergen, 2019;Okçu & Gider, 2019;Ergül, Okçu & Adıgüzel Gök, 2020;Okçu, Ergül & Ekmen, 2020;Polat & Celep 2008;Saraç, 2019;Pars & Elma, 2018;Yazıcıoğlu, 2015). Teachers have a sufficient level of trust in their principals and colleagues in the context of organizational trust while they tend to have some problems in terms of trust in stakeholders.…”

Managing Organizational Change: The Case of University-School Partnership

“…As Iljins et al (2015) emphasize, employee satisfaction is important in the change process because dissatisfied employees who do not embrace change are much more likely to resist change. On the other hand, based on the research conducted by Çelik and Gencer (2019), it was deduced that teachers prioritize trust in their administrators above their colleagues, with students and parents ranking the lowest. The trust teachers have in their administrators can be seen as a factor that enhances their receptiveness to change.…”

“…The trust teachers have in their administrators can be seen as a factor that enhances their receptiveness to change. This is because when teachers have trust in their administrators, they are more likely to exhibit collaborative and innovative behaviors (Çelik & Gencer, 2019). Fullan (2001) argues that the success of change depends on how individuals handle this reality.…”

“…Given the speed of competition in the globalizing world, it is no longer possible for organizations to maintain their classical and static structures (Fullan, 2001). Recognizing that no organization can impede the forces of change, the desire for change within organizational settings continues to intensify and gain momentum (Çelik & Gencer, 2019). For this reason, organizations should listen to the pressure for change both from their own internal structures and from their external environment and adapt to change.…”