Özel ve resmi liselerde yönetici ve öğretmenlerin örgütsel bağlılığı (Ankara ili örneği)
The organizational commitment of administrators and teachers in private and public secondart schools (Sample of Ankara province)
- Tez No: 94662
- Danışmanlar: PROF.DR. ALİ BALCI
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2000
- Dil: Türkçe
- Üniversite: Ankara Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Eğitim Yönetimi ve Planlaması Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 234
Özet
Özet yok.
Özet (Çeviri)
199 ABSTRACT The main purpose of this study was to describe the organizational commitment of administrators and teachers in private and public secondary schools. İn order to reach this purpose the following questions were investigated: 1. Concidering organizational commitment of teachers and administrators of secondary schools in terms of compliance, identification and internalization dimensions, a. Do the perceptions of participants differentiate on the basis of school type (private/public) they work and their tasks (administrators/teachers)? Do the school type and task factors affect compliance, identification and internalization dimensions of organizational commitment? b. Do the perceptions of the participants differentiate in three dimensions (compliance, identification, internalization) of organizational commitment, on the basis of sub grups formed according to tenure, gender, teacher educating institution, education level, and some economic indicators (house of residence, private car, whether his wife works or not, working in an additional job, need to have an additional job and income)? As mantioned above, the organizational commitment was examined in terms of three dimensions (compliance, identification and internalization). İn order to achieve this purpose, a research questionnaire“Organizational Commitment Scale”(OCS) was developed using a five-point Likert-type scale by the researcher. This scale was used to measure administrators and teachers perceptions concerning organizational commitment in private and public secondary schools. The data were collected from a sample of randomly selected 690 respondents (108 administrators and 582 teachers) in 28 secondary schools (11 private, 17 public schools). These schools were selected randomly among the secondary schools in seven provinces of Ankara. The data gathered by the questionnaire were analyzed using mean score, t-test LSD test, one way anova and two way anova techniques. The main findings resulting from this study were as follows: 1. Concerning compliance dimension of organizational commitment, while the mean score obserwed in public secondary schools and teachers was higher than in private200 schools and administrators, the commitment of administrators and teachers in this dimension was not differentiated according to the school type. On the other hand, in both identification and internalization dimensions, the mean score observed in private secondary schools and administrators was higher than in public schools and teachers. In the same dimensions, it was also higher in private school administrators and teachers than in public school administrators and teachers, and was higher both in private and public school administrators man in private and public school teachers. 2. While the perception levels of participants those who work in an additional job and those who need to have an additional job were higher in compliance dimension; the perception levels of male employees, who have private cars, and whose wifes don't work and those who don't need to have an additional job were higher in both identification and internalization dimensions. And finaly those who live in a no rented house, have a higher perception levels of organizational commitment only in internalization dimension. 3. And generally the perception levels of participants whose school tenures are high, were higher in identification dimension; Those whose incomes were high, were higher both in identification and internalization dimensions; and those who graduated from institue of education, teacher high school, high institue of islam and theology faculty; and those who have education at pre-bachelor's degree level, were high only in internalization dimension of organizational commitment.
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