Publication: Eğitim kurumlarında örgütsel engellerin işe yabancılaşma düzeyine etkisi
Abstract
Bu çalışmanın amacı; öğretmenlerin örgütsel engel algılarının işe yabancılaşma düzeyine etkisini belirlemektir. İlişkisel tarama modelindeki çalışmada veriler, araştırmacı tarafından hazırlanan “Kişisel Bilgi Formu”, Koçak (2019) tarafından Türkçeye uyarlanmış olan “Algılanan Örgütsel Engel Ölçeği” ve Elma (2003) tarafından geliştirilen “İşe Yabancılaşma Ölçeği” ile toplanmıştır. Araştırmanın örneklemini 2022-2023 eğitim öğretim döneminde Bursa ilinde görev yapmakta olan 335 öğretmen oluşturmaktadır. Araştırma verilerinin analizi için SPSS programından yararlanılmıştır. Toplanan verilerin çözümlenmesinde açıklayıcı istatistikler, bağımsız gruplar T Testi, tek yönlü varyans analizi, LSD testi, korelasyon ve regresyon analizleri kullanılmıştır. Araştırma sonucunda öğretmenlerin örgütsel engel algılarının ve işe yabancılaşma algılarının düşük düzeyde olduğu tespit edilmiştir. İşe yabancılaşma ölçeği alt boyutları arasında okula yabancılaşma alt boyutunun en yüksek, anlamsızlık alt boyutunun ise en düşük düzeyde olduğu saptanmıştır. Yapılan analizler sonucunda öğretmenlerin örgütsel engel algılarının cinsiyet, yaş, kıdem, eğitim durumu, branş, medeni durum, eğitim kademesi değişkenleri arasında anlamlı bir farklılığının var olmadığı tespit edilmiştir. Ancak okul türü değişkenine göre özel okullarda görevli öğretmenlerin örgütsel engel algılarının, resmî okullardaki öğretmenlerden daha yüksek düzeyde olduğu belirlenmiştir. Öğretmenlerin işe yabancılaşma düzeylerinin cinsiyet, kıdem, eğitim durumu, medeni durum ve okul türleri değişkenlerine göre anlamlı bir farklılık göstermediği ancak yaş, branş ve eğitim kademelerine göre öğretmenlerin işe yabancılaşma algılarının farklılaştığı tespit edilmiştir. Yaş grubu 36-45 olan öğretmenlerin okula yabancılaşma düzeyleri, yaş grubu 46-60 arası öğretmenlerden anlamlı derecede daha yüksek olduğu bulunmuştur. Branş ve sınıf öğretmenleri arasında ise anlamsızlık alt boyutunda anlamlı bir farklılık belirlenmiştir. Ortaokul kademesindeki öğretmenlerin güçsüzlük alt boyutunun, diğer kademelere göre farklılaşmasının yanında ilkokul öğretmenlerine göre yalıtılmışlık seviyesi de anlamlı olarak farklılaşmaktadır. Algılanan örgütsel engeller ile işe yabancılaşma arasında güçlü düzeyde ve pozitif yönde bir ilişki bulunmuştur. Ayrıca işe yabancılaşma alt boyutlarından güçsüzlük, anlamsızlık, yalıtılmışlık ile örgütsel engel algısı arasında pozitif yönde bir ilişki olduğu görülmüştür. Yapılan regresyon sonucunda öğretmenlerin örgütsel engel algılarının, işe yabancılaşma düzeylerinin anlamlı bir yordayıcısı olduğu tespit edilmiştir. Bu sonuçlara göre araştırmacılar ve uygulayıcılara yönelik öneriler sunulmuştur.
In this direction, the goal of this study is identifying the effect of organizational barrier perceptions of teachers their work alienation level. The data within this study, which was carried out in accordance with correlational survey model, were collected through the “Work Alienation Scale” developed by Elma (2003), “Perceived Organizational Obstruction Scale”, whose validity and reliability studies were carried out for Turkey by Koçak (2019) and “Personal Information Form”, developed by the researcher of this study. The research population consists of 335 teachers in Bursa in the 2022-2023 academic year. SPSS Program was used for analysis. Descriptive statistics, independent groups T-Test, the one-way analysis of variance, LSD test, correlation and regression analysis were used to analyze the collected data. The results of this study showed that the levels of organizational barriers and general level of work alienation perceived by teachers were low. It was determined that the aspect with the highest levels of work alienation scale of teachers was alienation from school and the lowest level of work alienation perceived by teachers is determined to be meaninglessness. The analysis results from Perceived Organizational Barriers scale show that the school type variable, it was determined that the organizational barrier perceptions of the teachers working in private schools were higher than those of the teachers in public schools. When work alienation levels of teachers were considered; it was observed that their opinions differ according to age, branch and educational stages. Teachers in the age group of 36-45 showed a significantly higher work alienation levels than the teachers in the age group of 46-60. A significant difference was identified in the sub-dimension of pointlessness between branch teachers and class teachers. The powerlessness of teachers working in the secondary school stage differed from other sub-dimensions. The isolation of teachers who work in the primary school stage also differs significantly from other sub-dimensions. A very strong and positive connection was found between teachers’ work alienation and perceived organizational barriers. Moreover, the sub-dimensions of work alienation, such as powerlessness, meaninglessness and isolation, showed a positive connection with perception of organizational barriers. It has been concluded that result of the regression, teachers’ perception of organizational barriers were a significant predictor of their work alienation levels. In according to these results, suggestions for researchers and practitioners are presented.
In this direction, the goal of this study is identifying the effect of organizational barrier perceptions of teachers their work alienation level. The data within this study, which was carried out in accordance with correlational survey model, were collected through the “Work Alienation Scale” developed by Elma (2003), “Perceived Organizational Obstruction Scale”, whose validity and reliability studies were carried out for Turkey by Koçak (2019) and “Personal Information Form”, developed by the researcher of this study. The research population consists of 335 teachers in Bursa in the 2022-2023 academic year. SPSS Program was used for analysis. Descriptive statistics, independent groups T-Test, the one-way analysis of variance, LSD test, correlation and regression analysis were used to analyze the collected data. The results of this study showed that the levels of organizational barriers and general level of work alienation perceived by teachers were low. It was determined that the aspect with the highest levels of work alienation scale of teachers was alienation from school and the lowest level of work alienation perceived by teachers is determined to be meaninglessness. The analysis results from Perceived Organizational Barriers scale show that the school type variable, it was determined that the organizational barrier perceptions of the teachers working in private schools were higher than those of the teachers in public schools. When work alienation levels of teachers were considered; it was observed that their opinions differ according to age, branch and educational stages. Teachers in the age group of 36-45 showed a significantly higher work alienation levels than the teachers in the age group of 46-60. A significant difference was identified in the sub-dimension of pointlessness between branch teachers and class teachers. The powerlessness of teachers working in the secondary school stage differed from other sub-dimensions. The isolation of teachers who work in the primary school stage also differs significantly from other sub-dimensions. A very strong and positive connection was found between teachers’ work alienation and perceived organizational barriers. Moreover, the sub-dimensions of work alienation, such as powerlessness, meaninglessness and isolation, showed a positive connection with perception of organizational barriers. It has been concluded that result of the regression, teachers’ perception of organizational barriers were a significant predictor of their work alienation levels. In according to these results, suggestions for researchers and practitioners are presented.