İlköğretim okulu yönetici ve öğretmenlerinin örgütsel sosyalleşme düzeyleri
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Date
2003
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Eğitim Bilimleri Enstitüsü
Abstract
Doctorate Thesis, Sub Department of Educational Administration and Planning(Educational Administration and Supervision Programme)Thesis Advisor: Prof Dr. Ali BALCIJune 2003, 192 PagesThe purpose of this study is to determine the organizational socializationlevels of primary school principals and teachers, based on job thedimensions of satisfaction, motivation, organizational commitment andacceptance. It was researched to see if there were differences in samplegroups in organizational socialization according to variables in duty(principal- teacher), gender (male- female) branch (class teacher-branchteacher) and seniority (1 to 10 years, 11 to 20 years, 21 years andabove). The research was conducted on the primary school in the provinceof Ankara. Because it is difficult to reach all the units specified, twoprimary schools in each the seven districts (Altındağ, Çankaya, Etimesgut,Keçiören, Mamak, Sincan and Yenimahalle) were selected at randomand three schools from Çankaya district, because there are many schoolsthere. Whose validity reliability was tested via factor analysis.Organizational socialization scale(OSC) comprised of job satisfaction,motivation, organized commitment and organizational acceptance wasapplied to the sample. The data obtained analyzed with the SPSSprogram. While the difference in duty, gender and branch was tested withthe t- test, the difference in seniority was tested via variance analysis. Thefindings of this research showed that there was a significant difference injob satisfaction between the principals and teachers in favor of principals,there were not significant differences in respect to motivation loyalty andviiiacceptance. It was observed that there were no significant differences injob satisfaction, motivation, loyalty and acceptance. While no significantdifferences were observed in job satisfaction between class and branchteachers, there were significant differences, in favor of class teachers, onmotivation, loyalty and acceptance. While no significant differences wereobserved in acceptance according to seniority among the groups,differences in job satisfaction were observed between groups with 11 to 20years and other 21 years in favor of those over 21 years. There weresignificant differences in motivation and loyalty between groups with 1 to10 years and those with 21 and above years, and between groups with 10to 20 years and 21 and above years of service, in favor of those with 21and above years of service.ix
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Eğitim ve Öğretim