Primary school teachers vıews about supervisional deviant behaviours

Abstract

This research examines supervisional deviant behaviours depending on the primary school teachers' view in Izmir, Turkey. Organizational or workplace deviant behaviours have been studied in number of studies and these types of behaviours are determined. It is obvious that solving the problems of orgaizational deviance contribute to meet organizational objectives. Since the supervision process which aims at revealing the realization level of organizational goals is one of the important part of organizations, determining and solving the problems of supervisional deviant behaviours can also contribute to meet the targets. Therefore this study is organized to determine supervisional deviant behaviours in supervision process depending on the primary school teachers' opinions. Qualitative research was conducted in this study. Extreme-end sampling was used as a procedure of data collection. MAXQDA10.1 data analysis programme is used to anlayze the data. According to research findings supervisional deviant behaviours are observed in Turkish primary schools and supervisional deviance is influenced by three themes namely "supervisors' individual deviant behaviours", "deviant behaviours resulted from supervisors inabilities" and "supervisors unethical deviant behaviours". Consequently, educational system should take some measures to overcome the negative effects of supervisional deviant behaviours for better learning outcomes.

Phenomenological Analysis of Teachers’ Organizational Deviance Experiences in a Rural Primary School in Turkey

“…It is also critically important to analyze organizational deviance deeply to clarify the subject. Besides, it is seen that organizational deviance is new in educational institutions and the number of the studies are limited (Aksu et al, 2015;Aksu, Gucer and Orcan, 2015;Aksu, 2016;Arbak, Sanli and Cakar, 2004;Argon and Ekinci, 2016;Enwereuzor, Onyishi, Onyebueke, Amazue and Nwoke, 2017;Turkkas-Anasiz, 2016;Waterhouse, 2004). All of them were taken into consideration and the purpose of this study was defined as analysis of teachers' organizational deviant behaviors.…”

“…The main reason for calling the deviance as negative is related to the deliberate violation and its negative results for the organization. Organizational deviance or workplace deviance is discussed in many studies (Aksu, Gucer and Orcan, 2015;Bayin and Terekli-Yesilaydin, 2014;Bennet and Robinson, 2000;Demir, 2010;Girgin-Kose and Aksu, 2013;Iyigun and Cetin, 2012;Lawrence and Robinson, 2007;O'Neill, Lewis and Carswell, 2011;Robinson and Bennet, 1995). Organizational deviance or workplace deviance is the violation of ethical rules created in the organization (Sims, 2010).…”

Demographic determinants of work deviant behaviors of rural community‐based primary school teachers: A structural equation modeling approach

“…Furthermore, those with a low level of agreeableness were more likely to engage in workplace deviance, whereas those with a high level of agreeableness were more likely to refrain (Enwereuzor et al, 2017 ). It was discovered that supervisors' individual deviant behaviors, deviant behaviors resulting from supervisors' inabilities, and supervisors' unethical deviant behaviors influenced teachers’ work deviant behaviors in Turkish primary schools (Ali et al, 2015 ). While the prevalence of work deviant behaviors was found to be influenced by gender, the family structure of teachers was not found to be a significant determinant (Fatoki, 2021 ).…”