Psikolojik Güçlendirme, Liderlik Uyumu ve Öğretmen Performansı İlişkisinde Örgütsel Bağlılığın Aracı Rolü

Özdemir, Murat; Gören, Safiye Çiğdem

doi:10.17051/io.2017.21847

Cited by 7 publications

(8 citation statements)

References 12 publications

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“…Results in teacher performance have pointed out a perception which is relatively high. This result has been supported with Bakker and Bal (2010), Muse and Stamper (2007), Özdemir and Yirmibeş (2016) and Özdemir and Gören's (2017) studies. However, a moderate level of perception has been determined in Adeyemi's (2010) study.…”

Section: Discussion Results and Suggestionssupporting

confidence: 66%

The Investigation of The Relationships Between Organisational Justice, Work Motivation and Teacher Performance

Akman¹

2018

Cukurova University Faculty of Education Journal

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Some characteristics of both employees and workplace environment have crucial roles in providing the organizational effectiveness. It can be thought that fair approaches in workplace environment positively affect the employees' motivation and increase their performance. Accordingly, in this study the relationships between organizational justice, work motivation and teacher performances were investigated in terms of teacher's views. Study group of this study was composed of 290 volunteer teachers on duty in public schools in 2016-2017 academic year. Organizational justice, work motivation and employee job performance scales were used and quantitative analysis techniques were performed in the study. Study data were analyzed with descriptive statistics, confirmatory factor analysis (CFA) and structural equation modeling (SEM). Organizational justice and work motivation were determined as independent variables and teacher performance as dependent variable in the study. Analyses were performed with SPSS 22.0 and Lisrel 8.8 programs. Findings indicated that teachers' work motivation and their perceptions of organizational justice were relatively moderate. Teachers' perception of performance was determined as relatively high. Besides; a positive, low and moderate significant relationship between organizational justice, work motivation and teacher performance were determined. Finally, SEM analysis showed that work motivation had a partial mediator variable role in between organizational justice and teacher performance. In accordance with the study findings, practices which would increase employees' motivation and performance were suggested by providing trainings for school managers to improve their leadership competencies.

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Section: Discussion Results and Suggestionssupporting

confidence: 66%

The Investigation of The Relationships Between Organisational Justice, Work Motivation and Teacher Performance

Akman¹

2018

Cukurova University Faculty of Education Journal

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“…Similarly, Steinberg & Garrett (2016) emphasized that when teachers exhibit better work performance, success can be achieved regarding the schools' educational goals. Studies showed that the performance levels exhibited by teachers increase the effectiveness and quality of education in line with the school's goals and can lead to desired learning outcomes (Jacob, Rockoff, Taylor, Lindy & Rosen, 2016;Eren & Hayatoğlu, 2011;Rodríguez, Hinojosa & Ramírez, 2014;Kılıç, 2019;Çetin & Duman, 2022;Özdemir & Yirmibeş, 2016;Pope, 2019;Yazıcıoğlu, 2010;Dee & Wyckoff, 2015).…”

Section: The Relationship Between Work Values Work Performance and Et...mentioning

confidence: 99%

“…Büyükgöze & Özdemir (2017) reported that motivation and individual competencies resulting from positive emotions and behaviors play a role in bringing organizational effectiveness to the desired level. Teacher performance in fulfilling professional responsibilities with a sense of duty as well as planning and implementing teaching activities is an important factor in achieving the educational goals of the school and maintaining the quality of the instructional process (Hatipoğlu & Kavas, 2016;Gökçen, 2021;Özdemir & Yirmibeş, 2016;Yazıcıoğlu, 2010;Balcı, 2002). The higher the performance of teachers, the more they adopt the goals and objectives of the school, exhibit selfless behaviors for the benefit of the school, and have more motivation (Açar, 2015).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Views on Work Values, Employee Performance and Ethical Climate

ARGON,

TAŞKIN

2023

International Journal on Lifelong Education and Leadership

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This research aimed to determine high school teachers’ views on work values, employee performance and ethical climate and to examine the relationship between these views. The population of the research consisted of 285 teachers employed in Bolu province central district high schools in the 2020-2021 academic year. Work Values Scale, Employee Performance Scale and Ethical Climate Scale were used as data collection tools in this study conducted with the survey model. Standard deviation, mean and Pearson Correlation analysis were performed as data analysis. According to the findings, teachers selected “Agree” regarding work values, employee performance and ethical climate. Significant moderate positive relationships were found between Employee Performance Scale and Work Values Scale and its sub-dimensions, between Ethical Climate Scale and Work Values Scale and its sub-dimensions, and between Employee Performance scale and Ethical Climate Scale. Based on the research results, it can be suggested to enrich the educational settings where teachers can implement work values with determination in line with the principles they have adopted. For this purpose, administrators’ rewarding teacher behaviors related to work values by emphasizing their contribution to their professional performance in board meetings and in the teachers' room will increase the frequency of these behaviors at the school and teachers’ level of awareness about these issues will improve. It can also be suggested to include courses during internships and in-service trainings to increase teachers' sensitivity to the ethical climate created in the school.

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“…Bu doğrultuda hiyerarşiye ve otoriteye bağlı kalmaksızın gücün öğretmenler arasında yayılması ve paylaşılması önerilmektedir (Baloğlu, 2011). Değişim çağında müdürlerin liderliği tek başına üstlendiği günlerin geride kaldığı (Katzenmeyer ve Moller, 2013) ve başarılı bir okulun lider-takipçi düalizmi temelinde tek adam düşüncesine dayalı (Özdemir ve Gören, 2017) yalıtılmış bir krallık gibi yönetilemeyeceği belirtilmektedir (Spillane, 2006). Bununla birlikte Fullan (2002), yönetimin öğretim faaliyetleri üzerindeki önemine bağlı olarak, liderliğin öğretmenlerin öz liderlik becerilerini geliştirmesine olanak sağlayan, yeterliklerini artıran ve özerkliği destekleyen davranışlar bütününe dönüşmesi gerektiğine işaret etmektedir.…”

Section: Kavramsal çErçeve Güçlendirici Liderlikunclassified

Güçlendirici Liderlik, Destekleyici Çalışma Ortamı ve Örgütsel Bağlılık Arasındaki İlişkiler: Rehberlik ve Araştırma Merkezleri (RAM) Örneği

Akdeniz,

Korkmaz

2023

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Psikolojik Güçlendirme, Liderlik Uyumu ve Öğretmen Performansı İlişkisinde Örgütsel Bağlılığın Aracı Rolü

Cited by 7 publications

References 12 publications

The Investigation of The Relationships Between Organisational Justice, Work Motivation and Teacher Performance

The Investigation of The Relationships Between Organisational Justice, Work Motivation and Teacher Performance

Teachers’ Views on Work Values, Employee Performance and Ethical Climate

Güçlendirici Liderlik, Destekleyici Çalışma Ortamı ve Örgütsel Bağlılık Arasındaki İlişkiler: Rehberlik ve Araştırma Merkezleri (RAM) Örneği

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