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Makale Özeti:
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Bu çalışmanın amacı, ilköğretim okulu öğretmenlerinin örgütsel adalet, örgütsel vatandaşlık ve örgütsel güven düzeylerinin cinsiyet, mesleki kıdem ve eğitim durumu değişkenlerine göre karşılaştırmaktır. Çalışma, 2009-2010 eğitim-öğretim yılında Niğde il merkezinde bulunan toplam 13 ilköğretim okulunda gerçekleştirilmiştir. Araştırmaya, random olarak seçilen, toplam 401 ilköğretim öğretmeni katılmış olup; araştırmada “genel tarama modeli” kullanılmıştır. Araştırmanın amacına dayalı olarak, yüzde, standart sapma, t-testi, varyans (ANOVA) analizi ve Tukey-HSD gibi istatistik test teknikleri kullanılmıştır. Çalışmada veri toplamak için “örgütsel adalet ölçeği”, “örgütsel vatandaşlık davranışları ölçeği” ve “örgütsel güven ölçeği” kullanılmıştır. Araştırmadaki istatistik analizler SPSS 15.0 ile yapılmıştır. Çalışmada elde edilen sonuçlara göre, ilköğretim öğretmenleri okullarında örgütsel adalete, örgütsel vatandaşlığa ve örgütsel güvene ilişkin olarak olumlu algılara sahiptirler. Öğretmenlerin örgütsel adalet algılarının cinsiyete ve mesleki kıdeme göre farklılaşmadığı, ancak eğitim durumuna göre farklılaştığı saptanmıştır. Öte yandan, öğretmenlerin örgütsel vatandaşlık algılarının cinsiyete ve eğitim durumuna göre farklılaşmadığı, ancak mesleki kıdeme göre farklılaştığı bulunmuştur. Örgütsel güvene ilişkin olarak ise, öğretmenlerin örgütsel güven algılarının cinsiyete ve eğitim durumuna göre farklılaşmadığı, ama mesleki kıdeme göre farklılaştığı görülmüştür.
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Alternatif Dilde Özet:
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Background. Organisational justice is one of the most important factors which plays a crucial role in organisational life (Greenberg, 1990, 1993). Employees with positive organisational justice perceptions tend to display positive behaviours, while those who have negative organisational justice perceptions might display negative behaviours in the organisation (Yılmaz, 2009; Yılmaz & Taşdan, 2009; Yılmaz, 2010). When employees feel unfairly treated, their commitment to the organisation and job satisfaction declines, they become much less likely to assist their colleagues (Greenberg, 1996). Similarly, perceived justice at workplace affects employees’ attitudes and behaviours (İşbaşı, 2000). If employees do not trust their colleagues and administrators, they will not have organisational citizenship behaviours at school (Tschannen-Moran, 2001; Yılmaz, 2009). In this context, organisational justice is said to play a critical role in the positive development of employees’ organisational trust perceptions (İşbaşı, 2001) and their organisational citizenship behaviours (Tansky, 1993; Yılmaz & Taşdan, 2009).
Purpose. The purpose of this study is to analyse the perceptions of elementary school teachers on organisational justice, organisational citizenship and organisational trust with respect to gender, occupational experience and educational level.
Method. The study was carried out in the city centre of Niğde from 13 elementary schools in 2009-2010 academic year. Totally 401 elementary school teachers (197 males and 204 females) selected randomly participated in the study. The “general survey method” was adopted in the research. In accordance with the purpose of the study, percentage, mean, standard deviation, t-test, ANOVA (variance) and Tukey-HSD tests were employed in the study in order to examine the data obtained in terms of some variables (gender, occupational experience and educational level). “The organisational justice scale” (Wasti, 2001), “the organisational citizenship behaviours scale” (DiApola, Tarter & Hoy, 2005) and “the organisational trust scale” (Yılmaz, 2006) were used in order to collect data for the study. For the statistical analyses SPSS 15.0 was used.
Findings and conclusions. According to findings of the study, it is seen that elementary school teachers participated in the study have positive perceptions both on “relationship with administrators” (X= 4,06) and “relationship with employees” (X= 4,10) in relation to organisational justice. Elementary school teachers’ perceptions of organisational justice do not differ significantly in relation to gender in any dimension (p>.05). Similarly, teachers’ perceptions of organisational justice do not differ statistically in terms of occupational experience in any dimension too (p>.05). Teachers’ perceptions of organisational justice statistically differ in relation to educational level regarding “relationship with employees” [F(2-201)= 3,868, p<.05]. It was found out that teachers who have senior high school level of education and graduate level of education differ significantly from each other in favour of teachers with senior high school level of teaching education.
According to the findings of the study, it was found out that elementary school teachers strongly agree (X= 4,12) that they feel organisational citizenship behaviours do not differ significantly in relation to gender [t(-1,186), p>.05]. Similarly, teachers’ views of organisational citizenship behaviours do not significantly differ in relation to educational level [F(2-201)= 1,523, p>.05]. However, elementary school teachers’ views of organisational citizenship behaviours differ statistically in relation to occupational experience [F(5-198)= 3,352, p<.05] in favour of teachers who have 11-15 and 26 and above years of teaching experience.
According to the results obtained in the study, it was found out that elementary school teachers mostly feel positive perceptions towards organisational trust. Teachers feel positive organisational trust towards colleagues at the very most (X= 4,14), then towards shareholders (X= 4,02). Teachers feel organisational trust towards administrators slightly (X= 3,62). Elementary school teachers’ perceptions of organisational trust do not significantly differ in relation to gender in any dimension (p>.05), but teachers’ perceptions of organisational trust significantly differ regarding the occupational experience in terms of “trust towards colleagues” dimension [F(5-198)= 3,202, p<.05] in favour of teachers who have 6-10 years of teaching experience. However, it was found that teachers’ perceptions of organisational trust do not differ significantly in relation to educational level in any dimension (p>.05).
It was found out in the study that elementary school teachers mostly have positive perceptions on organisational justice, organisational citizenship and organisational trust. Yazıcıoğlu & Topaloğlu (2009) and Yılmaz (2010) found similar findings to the related finding of this study.
According to the results of the study in terms of organisational citizenship behaviours, it was found out that elementary school teachers have positive perceptions on organisational citizenship behaviours. In studies carried out by Yaylacı (2004), Buluç (2008), Polat (2007) and Yılmaz & Taşdan (2009), similar findings were obtained to the related finding of this study.
It was found in the study in terms of organisational trust that elementary school teachers have positive perceptions on organisational trust towards colleagues and the shareholders, but they have less trust towards administrators in the organisation.
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