Publication: Özel eğitim okullarında çalışan öğretmenlerin iş tatminleri ile örgütsel bağlılıkları arasındaki ilişkinin incelenmesi
Abstract
Başarılı bir eğitim sisteminde en temel öğe öğretmendir. Öğretmenin nitelikleri, alan bilgisi, kişiliği, gibi etmenlerin yanında, öğretmenlerin çalışma koşulları ile çalıştığı okullara ilişkin tutumları önem kazanmaktadır. Özel eğitim alanında çalışan öğretmenlerin, iş tatminleri ve örgütsel bağlılık düzeylerinin tespit edilmesi gereğinden hareketle bu çalışmada, İstanbul ilindeki zihinsel engelli, işitme engelli, görme engelli ve otistik engelli çocukların eğitim gördüğü okullarda çalışan öğretmenlerin iş tatminleri ile örgütsel bağlılık düzeyleri arasında ilişki olup olmadığı incelenmiş, öğretmenlerin örgütsel bağlılık düzeyleri ile iş tatmin düzeylerinin çeşitli değişkenlere göre farklılaşıp farklılaşmadığı sorgulanmıştır. Bu okullarda çalışan 441 öğretmenden kullanılabilir veriler elde edilmiştir. Araştırmada kullanılan veri toplama araçları şunlardır : ·Kişisel Bilgi Formu ·Minnesota İş Tatmin Ölçeği ·Örgütsel Bağlılık Ölçeği Verilerin değerlendirilmesinde Pearson Çarpım Momentler Korelasyon Katsayısı, t-testleri, Tek Yönlü Varyans Analizi tekniklerinden yararlanılmıştır. Araştırmamızın sonucunda; Özel Eğitim Öğretmenlerinin Genel İş Tatmin düzeyleri ile normatif bağlılık düzeyleri arasında anlamlı bir ilişki bulunmuştur. Öğretmenlerin iş tatmin düzeyleri ile örgütsel bağlılık düzeyleri cinsiyete, medeni duruma, yaşa, okuldaki göreve, mesleki kıdeme, aylık gelir durumuna, özel eğitim okulunda görev almayı isteyip istememe durumuna, alan değiştirmeyi isteyip istememe durumuna göre anlamlı derecede farlılaşmaktadır.
Teacher is a basic fundamental of a successful education system. Besides such features like; teacher's quality, knowledge of teaching and personality, teachers' working conditions and their attitudes towards their schools gain importance. Considering necessity of determining job satisfaction and organizational commitment of special education teachers, this study investigated relationship between organizational commitment and job satisfaction of the teachers who work with mentally, visually , auditory handicapped and autistic children. The study also examined that if teachers' job satisfaction and organizational commitment levels differ according to various independent variables such as school that they work, gender, marial status, age, duty, graduation department, tenure, monthly income, to be volunteered to work at special education school, willing to stay at that school e.t.c. Data were collected from responses to a questionnaire, and usable responses were received from 441 teachers. These three instruments were used to collect data. ·Minnesota Job Satisfaction Scale ·Organizational Commitment Scale ·A Questionnaire developped by the researcher Data were analyzed with such statistical techniques: ·Pearson Multiple Moments Correlation Coefficent ·One Way Anova Analyze ·t- tests Our study determined that there is a significant positive relationship between general job satisfaction levels and organizational commitment levels of special education teachers. The study also found that special education teachers' job satisfaction and organizational commitment levels differ as to gender, marial status, age, duty at school, tenure, monthly income, willingness to work at Special Education School.
Teacher is a basic fundamental of a successful education system. Besides such features like; teacher's quality, knowledge of teaching and personality, teachers' working conditions and their attitudes towards their schools gain importance. Considering necessity of determining job satisfaction and organizational commitment of special education teachers, this study investigated relationship between organizational commitment and job satisfaction of the teachers who work with mentally, visually , auditory handicapped and autistic children. The study also examined that if teachers' job satisfaction and organizational commitment levels differ according to various independent variables such as school that they work, gender, marial status, age, duty, graduation department, tenure, monthly income, to be volunteered to work at special education school, willing to stay at that school e.t.c. Data were collected from responses to a questionnaire, and usable responses were received from 441 teachers. These three instruments were used to collect data. ·Minnesota Job Satisfaction Scale ·Organizational Commitment Scale ·A Questionnaire developped by the researcher Data were analyzed with such statistical techniques: ·Pearson Multiple Moments Correlation Coefficent ·One Way Anova Analyze ·t- tests Our study determined that there is a significant positive relationship between general job satisfaction levels and organizational commitment levels of special education teachers. The study also found that special education teachers' job satisfaction and organizational commitment levels differ as to gender, marial status, age, duty at school, tenure, monthly income, willingness to work at Special Education School.