Eğitim Çalışanlarının Bilgi Uçurma Davranışının Nedenlerine İlişkin Görüşleri

Abstract

The study was designed with a phenomenology approach to qualitative research. The sample includes 39 participants (20 teachers, 12 school administrators and 7 inspectors) from the public and private elementary schools in Ankara. The data was obtained by a semi-structured interview form which was developed by the researchers. In face to face interviews handled with participating employees was voice recorded. Repeated interviews were used to ensure suitable data was collected. The collected data were analyzed by content analysis. Findings: According to content analysis, socio-cultural and economic theme are collected in seven categories. Among the categories that make up this theme are: 'provision of justice', 'citizenship task' and 'prevention of crime'. The individual-psychological theme is gathered in nine categories. Among these, the three most frequently repeated categories are identified as "conscience", "expectation of reward" and "increase in self-confidence". The organizational theme is assembled in five categories. Among these, the three categories with the highest repetitions in terms of frequency are: "a necessity for the job", "ensuring the organization's internal order" and "preventing the negative influence of my career within the organization". Participant opinions on reasons for not whistleblowing appear to be collected in eleven categories. In terms of frequencies, the three most classified categories are as follows: "It is useless, even if I whistleblow", "fear of individual harm" and "fear of having problems with colleagues". Implications & Suggestions: As a result of the study, it has been found that there is a wide range of ethical violations in schools. While a small percentage of these violations are reported, the majority are hidden. Teachers and administrators working in private schools prefer to remain silent, while employees in public schools often report. In addition, inspectors tend to whistleblowing. Whistleblowing is not done for a single reason, but rather a combination of different causes in this behavior. Participants are mostly whistleblowing for organizational reasons, besides socio-cultural and economic and individual-psychological reasons are also important for whistleblowers. Education employees are avoiding whistleblowing with various form of fear.