A study of relationships of school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover in the context of year-round education calendars.

Mattingly, Joseph W.

doi:10.18297/etd/923

Cited by 11 publications

(13 citation statements)

References 43 publications

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“…Karar almada katılımı destekleyen (Göktaş, 2007;Hedrick, 2005;Hughes, 2006), öğretmenlerine güvenen, iletişim yollarını açık tutan, insan ilişkilerine önem veren (Whitehead, 2006), okul ve çevre arasındaki iletişimi destekleyen okul yöneticileri, öğretmenlerin iş doyumlarını olumlu yönde etkilemektedirler (İnandı ve Tunç, 2012). Tersi durumda öğretmenler, yöneticilerden yeterli desteği görmediklerinde mutsuz olmakta ve iş doyumları düşmektedir (Mattingly, 2007). Kuşkusuz öğretmenlere yeterli desteği vermek de elbette onlara fikirlerini sormakla, kararları birlikte almakla ve gereken destekleri sağlamakla olacaktır.…”

Section: Sonuçunclassified

Karar Verme Süreci

Giliç¹,

Çelikten²,

Çelikten³

et al. 2019

Mersin Üniversitesi Eğitim Fakültesi Dergisi

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Öz: Örgüt yönetiminde, karar verme yönetim süreçlerinin en başında yer gelir. Karar verme, örgütün amaçları doğrultusunda yollar, imkânlar ve araçlar arasından bir seçim yapmayı içeren zihinsel, bedensel ve duygusal süreçlerin toplamıdır. Örgüt dışı faktörlerden kısa zamanda fazlaca etkilenen eğitim örgütleri için, birden fazla nitelik ve nicelik içeren kriter ve amaç söz konusu olduğunda Çok Kriterli Karar Verme (ÇKKV) yöntemleri öne çıkmaktadır. Çok kriterli karar verme yöntemleri, ölçülebilen ve ölçülemeyen stratejik ve operasyonel faktörleri aynı anda değerlendirme imkânı sağlayan, karar verme sürecine çok sayıda kişiyi dâhil edebilen analitik yöntemlerdir. Duygusal hareket etmek yerine akılcı ve analitik yöntemlerin kullanılması, karar vermede yanlılığı ortadan kaldırır, çelişkili ve işe yaramaz kararların alınmasını engeller, birçok değişkeni hesaba kattığı için çok sayıda paydaşın sürece katılmasını sağlayabilir, örgüte demokratik ve şeffaf bir yapı kazandırabilir ve örgütün verimliliğini artırarak amaçlarına ulaşmasına katkı sağlayabilir.

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Section: Sonuçunclassified

Karar Verme Süreci

Giliç¹,

Çelikten²,

Çelikten³

et al. 2019

Mersin Üniversitesi Eğitim Fakültesi Dergisi

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“…Chen and Bliese (2002) identified leadership as an important antecedent to collective efficacy. Measures of teamwork and workplace culture tap into domains related to collective efficacy and were also expected to correlate well with collective efficacy (Marshall, 2004; Mattingly, 2008). Convergence was assessed using bi-variate correlations of the CEMSS and three subscales taken from the ROLE instrument: 1) Leadership; 2) Organizational Culture; 3) Teamwork.…”

Section: Methodsmentioning

confidence: 99%

Development of a collective efficacy measure for use in social service organizations

Patras

Klest

2011

Journal of Social Work

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• Summary: The present study summarizes the development of a collective efficacy measure for use in social service organizations: The Collective Efficacy Measure for Social Services (CEMSS). The measure was adapted from Goddard's Collective Efficacy Scale (2002). Factorial validity was assessed for a sample of 278 respondents employed at child welfare and child psychiatric agencies across Norway. Exploratory factor analysis (EFA) was conducted with a random split-half sample of 139 respondents; the second random split-half sample ( n = 139) was tested using confirmatory factor analysis (CFA). Tests for construct validity were conducted using Teamwork, Leadership, and Organizational Culture subscales from the Readiness for Organizational Learning and Evaluation Questionnaire (ROLE; Preskill & Torres, 1999). • Findings: A six-item scale was identified in the first sample using EFA. The CFA conducted with the second sample, indicated good model fit, χ2(10) = 14.34, p = .16; CFI = .97; RMSEA = .06. Scale reliability for the entire sample was adequate (α = .74). As expected, the six-item scale was significantly correlated with Teamwork, r(250) = .34, p < .01; Leadership, r(273) = .36, p < .01; and Organizational Culture, r(276) = .41, p < .01. • Applications: The results of the analyses support the use of the CEMSS as a valid measure of collective efficacy. This measure has a variety of possible applications for organizational assessment and research in social service agencies.

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“…If school principals can show positive leadership characteristics, there will be an increase in the job satisfaction and commitment; on the contrary often applying mobbing, seeing teachers as worthless and remaining insensitive to their desires by showing autocratic leadership features to the employees will cause the teachers to be alienated and get further away from their jobs. Mattingly (2007), mentioned in his study that one of the core reasons of teachers' dissatisfaction is insufficient support that principals give to the teachers. When principals demostrate integrative and relevant leadership qualities, teachers have high level of job satisfaction.…”

Section: Job Satisfactionmentioning

confidence: 99%

The Relation Between Career Barriers Faced by Teachers & Level of Stress and Job Satisfaction

İnandı

Yaman

Ataş

2022

Participatory Educational Research

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This study aims to determine the relation between career barriers of teachers, who have previously experienced the phenomenon? and those who work in state schools, and their job satisfaction and stress level. The paper also addresses the predictive power of teacher’s career barriers on their job satisfaction and stress level. To be able to analyse the mentioned relationship, correlational survey model was used in this research. In the study, disproportionate stratified sampling was used and 278 teachers’ notions were taken into consideration. Data were gathered via the application of “Teachers’ Career Barriers Scale” which was developed by Inandi and Gilic (2020), “Sources of Stress Scale”, developed by Pehlivan (1993) and “Job Satisfaction Scale”, developed by Spector (1994) and translated into Turkish by Yelboga (2009). Correlation and regression analysis were used for the collected data. As a result of the study, significant relations were found between teachers’ career barriers, and their job satisfaction and stress levels; teachers’ career barriers significantly have predicted their stress levels and job satisfaction. Besides, one of the fast and effective ways to decrease stress levels and therefore increase job satisfaction of teachers is to eliminate the career barriers they encounter amongst which the most destructive sub-dimensions are union and administrative barriers

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A study of relationships of school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover in the context of year-round education calendars.

Cited by 11 publications

References 43 publications

Karar Verme Süreci

Karar Verme Süreci

Development of a collective efficacy measure for use in social service organizations

The Relation Between Career Barriers Faced by Teachers & Level of Stress and Job Satisfaction

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