Resmi liseler ile özel liselerde örgütsel kültür ve öğretmen-öğrenci ilişkisi
Organizational culture and teacher-student relationship in public and private secondary schools
- Tez No: 81578
- Danışmanlar: PROF.DR. ALİ BALCI
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1999
- Dil: Türkçe
- Üniversite: Ankara Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Eğitim Yönetimi ve Planlaması Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 237
Özet
Özet yok.
Özet (Çeviri)
iyy ABSTRACT The main purpose of this study was to describe the organizational culture and teacher-student relationship in public and private secondary schools. In order to reach this purpose the following questions were investigated: 1.) What are the perception levels of participants concerning the organizational culture and teacher-student relationship in public and private secondary schools? 2.) Do the perceptions of participants differentiate on the basis of their position (administrators, teachers and students) and school type (public and private)? 3.) What are the predictability levels of the teacher-student relationship by looking at organizational culture dimensions? Organizational culture was examined in terms of four dimensions (power, role, achievement and support) and teacher-student relationship was measured in terms of three dimensions (authoritarian, democratic and laissez-faire). In order to achieve this purpose, a research instrument (questionnaire)“Organizational Culture and Teacher- Student Relationship Scale”, was developed on a five-point Likert-type scale. This scale was used to measure administrators', teachers' and students' perceptions concerning organizational culture and teacher-student relationship in public and private secondary schools. The data were collected from a sample of randomly selected 2001 respondents (125 administrators, 562 teachers, and 1315 students) in 25 secondary schools (15 public, 10 private schools). These schools were selected randomly among the secondary schools in five provinces of Ankara. The data gathered by questionnaire were analyzed using mean score, Scheffe test, anova, correlation and multiple regression techniques. The main findings resulting from this study were as follows: 1.) In public schools, considering organizational culture dimensions, the highest mean score obserwed was on the power culture dimension while the lowest mean score was on the support culture dimension. On the other hand, in private schools, the higest mean score was on the dimension of achievement culture, and the lowest mean score was on the role culture dimension. When we put the mean scores into rank order, the200 teacher-student relationship dimensions, starting from the highest to the lowest one, were democratic, authoritarian, and laissez-faire relationship in both type of schools. 2.) As far as the organizational culture and the teacher-student relationship dimensions are concerned there were highly significant differences among the perceptions of participants depending on the school types. Moreover, with regard the position, the perceptions of the participants differentiated significantly on all organizational culture and teacher-student relationship dimensions, apart from role culture dimension. 3.) Considering the organizational culture dimensions, support culture was the best predictor of the teacher-student relationship in each school type.
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