Publication: SINIF ÖĞRETMENLERİNİN DEĞİŞİME KARŞI DİRENÇ_x000D_
GÖSTERME NEDENLERİNİN İNCELENMESİ
Abstract
Hızla değişen ve gelişen dünyada, yalnızca değişimlere ayakuydurabilen, gelişebilen örgütler hayatta kalabilirler. Eğitim örgütleri deişlevselliğini korumak için yenilenmek ve geliştirmek zorundadır. Eğitimörgütlerinde sistemin en önemli paydaşı olan öğretmenlerin ise budeğişimlere karşı gösterdikleri direnç ve uyum süreçleri değişiminetkililiği için belirleyicidir. Bu araştırma, eğitim-öğretimin ilk basamağıolan ilköğretimde, sınıf öğretmenlerinin değişime direnç nedenlerinibelirlemek amacıyla yapılmıştır.Araştırma, 247 sınıf öğretmenine anket uygulanmış ve bulgulardeğerlendirilmiştir. Araştırmada, öğretmenlerin kişisel sebepler dolayısıile kurum değiştirmesinin yanı sıra değişen çağa uyum sağlamak içindeğişim yapılması gerektiği algısına sahip olduğu bulgusunarastlanmıştır. Öğretmenlerin, cinsiyet ve bulunulan okulda çalışmasüresi değişkenleri ile direnç arasında anlamlı bir farklılık bulunmazken,kıdem değişkeni için 16-20 yıl, öğrenim durumu değişkeni için yükseklisans ve okul türü değişkeni için belli alt boyutlarda devlet okulundaçalışan öğretmenler ile direnç arasındaki fark anlamlı bulunmuştur.Araştırma verileri Helvacı (2011) tarafından geliştirilen “DeğişimeKarşı Direnme Nedenlerini Belirleme Ölçeği” kullanılarak elde edilmiştir.Bu göre; ölçekte bulunan değişime direnme nedenlerine ilişkin beş altboyuttan üçünde öğretmenlerin “orta düzeyde direnç” algıları olduğugörülmüştür. Buna ek olarak “değişimden zarar görme korkusundan kaynaklanan direnç” alt boyutunda “düşük” düzeyde dirence, “okullarınkapasite eksikliğinden kaynaklanan direnç” alt boyutunda ise “yüksek”düzeyde direnç bulgusu gösteren maddelere rastlanmıştır. Araştırmadanelde edilen bulgular doğrultusunda, değişim sürecinin yönetecek okulyöneticilerine yönelik olarak direnç süreçleri hakkında detaylı vederinlemesine bulgu elde edebilmek adına benzer bir çalışmanın nitelaraştırma yöntemleri ile yapılması, okul yöneticileri ile yapılacak olangörüşmelerin de alana katkı sağlayacağı önerisinde bulunulmuştur.
In the rapidly changing and developing world, organizations that_x000D_ can adapt to changes and developments can survive. To maintain their_x000D_ functionality, educational organizations have to renew and develop_x000D_ themselves within this context of change. Resistance of teachers, who are_x000D_ the most important stakeholders of the system in educational_x000D_ organizations, against these changes and their adaptation processes are_x000D_ the determinants for the effectiveness of the change. This study was_x000D_ conducted to determine the resistance causes of primary school classroom_x000D_ teachers, who are the first step of education, against change._x000D_ A questionnaire was applied to 247 classroom teachers of the study_x000D_ and the findings were evaluated._x000D_ In the study, it was found that teacher have the perception that_x000D_ change is necessary to adapt to the changing world as well as changing_x000D_ institution due to personal reasons. No significant difference was found_x000D_ among teachers’ perceptions of resistance to change with regards to_x000D_ gender variable. A significant difference was found between teachers’_x000D_ perceptions of resistance to change with regards to the variable of_x000D_ experience, level of education and school type._x000D_ The research data were obtained by using “Scale for determining_x000D_ the reasons for resistance to change” developed by Helvacı (2011)._x000D_ According to this, in the three of five sub-dimensions related to the_x000D_ reasons for resistance to change, it has seen that teachers had “moderate_x000D_ resistance” perceptions. In addition to that it has seen the sub-dimension_x000D_ of “ the resistance caused by the fear of being damaged by change” has_x000D_ low resistance, “the reistance of lack of capacity of the schools” has high_x000D_ resistance. According to the findings of the research it is suggested that_x000D_ conducting a similar study with qualitative research methods in order to_x000D_ obtain detailed and in-depth findings about the resistance processess for_x000D_ school administrators who will manage the change process and that_x000D_ interviews with school administrators will contribute the field.
In the rapidly changing and developing world, organizations that_x000D_ can adapt to changes and developments can survive. To maintain their_x000D_ functionality, educational organizations have to renew and develop_x000D_ themselves within this context of change. Resistance of teachers, who are_x000D_ the most important stakeholders of the system in educational_x000D_ organizations, against these changes and their adaptation processes are_x000D_ the determinants for the effectiveness of the change. This study was_x000D_ conducted to determine the resistance causes of primary school classroom_x000D_ teachers, who are the first step of education, against change._x000D_ A questionnaire was applied to 247 classroom teachers of the study_x000D_ and the findings were evaluated._x000D_ In the study, it was found that teacher have the perception that_x000D_ change is necessary to adapt to the changing world as well as changing_x000D_ institution due to personal reasons. No significant difference was found_x000D_ among teachers’ perceptions of resistance to change with regards to_x000D_ gender variable. A significant difference was found between teachers’_x000D_ perceptions of resistance to change with regards to the variable of_x000D_ experience, level of education and school type._x000D_ The research data were obtained by using “Scale for determining_x000D_ the reasons for resistance to change” developed by Helvacı (2011)._x000D_ According to this, in the three of five sub-dimensions related to the_x000D_ reasons for resistance to change, it has seen that teachers had “moderate_x000D_ resistance” perceptions. In addition to that it has seen the sub-dimension_x000D_ of “ the resistance caused by the fear of being damaged by change” has_x000D_ low resistance, “the reistance of lack of capacity of the schools” has high_x000D_ resistance. According to the findings of the research it is suggested that_x000D_ conducting a similar study with qualitative research methods in order to_x000D_ obtain detailed and in-depth findings about the resistance processess for_x000D_ school administrators who will manage the change process and that_x000D_ interviews with school administrators will contribute the field.