Liderlik, Motivasyon ve Ödüllendirme İlişkilerinin İncelenmesinde Kısmi En Küçük Kareler Yol Analizinin Kullanılması

Abstract

ÖzBu çalışmanın amacı sosyal bilimler alanında yapılan çalışmalarda sıkça kullanılan, yol analizi ve doğrulayıcı faktör analizi gibi çok değişkenli istatistiksel yöntemler arasında ortak noktayı temsil eden yapısal eşitlik modellemesine yeni bir yaklaşım olan kısmi en küçük kareler yol analizi yöntemini tanıtmak ve yöntemin kullanılabilirliğini liderlik, motivasyon ve ödüllendirme üçgeninde kavramların birbirine etkisini inceleyerek ve kavramlar arasındaki ilişkiyi ortaya çıkartarak açıklamaktır. Çalışma için verilerin toplanmasında anket formu kullanılmış olup çalışma özel bir hastanede gerçekleştirilmiştir. Elde edilen bulgular liderliğin motivasyon ve ödüllendirme üzerinde ve ödüllendirmenin motivasyon üzerinde istatistiksel olarak anlamlı bir etkiye sahip olduğunu göstermektedir. Çalışma sonucunda, liderlik kavramının yerleşmesine etki eden unsurların lider-motivasyon ilişkisinde de önemli bir yeri olduğu sonucuna varılmıştır. Ödüllendirme mekanizmasının motivasyonu olumlu etkilediği de elde edilen sonuçlar arasında yer almaktadır.

The transactional leadership behaviours, learning organization dimensions and job motivation in the schools

“…Thoonen, Sleegers, Oort, Peetsma and Geijsel (2011) found in their research that the motivational factors were mediating the effects of the school organizational conditions and leadership practices on the teacher learning and teaching practices. Additionally, Bulut and Çavuş (2015) found that the leadership has a statistically significant effect on the motivation and reward and the rewarding has also on the motivation. As a result of their research, it has been concluded that the factors that influence the establishment of the concept of leadership have an important place in the relation to the leader-motivation.…”

“…The Implications Towards the Theory Also, it has been identified in the previous researches made by Ishaq and Segoro (2015), Kanayran (2015), Thoonen et al (2011), and Bulut and Çavuş (2015) that the leadership applications have affected the employees' motivations. The teachers' motivation can be achieved through a few simple actions, such as an exchange in the leadership and management activities, as Cutlip et al (2005) have stated.…”

“…In the literature survey, although it was seen that the concepts of the transactional leadership, learning organization and job motivation, were partially researched in the educational institutions, it could not meet the researches in that it is ascertained how the transactional leadership and learning organization dimensions explain the job motivation by tackling these concepts together. In terms of the educational institutions, in the researches either on the transactional leadership and the job motivation or on the learning organizations dimensions and the job motivation concepts, there are national and international researches which reveal that particularly personal management and learning at the team level moderate the effect of the leadership on the motivation to learn by stating that the leadership influences positively the motivation in order to learn and the moderating effect related the level of the learning organization grounding is confirmed (Park and Lee, 2016), determine that the learning organization dimensions have a positive effect on the motivation (Mohamed, 2015), and evaluate that there is a significant relationship between the leadership and the motivation and determine that the leadership affects the motivation (Bulut and Çavuş, 2015;Önen and Kanayran, 2015;Gilley, Gilley and McMillan, 2009;Fisher, 2009;Tracy, 2013;Erener, 2014) In particular, despite the fact that the learning organization dimensions have been conceptually studied in many researches, it has not been adequately addressed in the literature of the educational administration and organisational behaviour. As a whole, it has not yet been determined adequately the extent to which and in what direction the perception related the transactional leadership behaviours and learning organizations can affect the assessments related to the level of the job motivation in the educational institutions.…”

Geni̇şleti̇lmi̇ş Değer-Tutum-Davraniş Modeli̇ Bağlaminda Yeşi̇l Ürün Satin Alma Davranişinin İncelenmesi̇

“…Değişkenlere ilişkin R 2 , Q 2 ve VIF değerleri Tablo 7'de yer almaktadır. (Bulut ve Çavuş, 2015). Yeniden örnekleme metodunun uygulanmasından sonra yapısal eşitlik modeli ve t değerleri Şekil 3'teki gibi görünmektedir.…”

The Dominance of Intrinsic Motivation to Extrinsic Motivation on Reduction of Employee Turnover Rate

“…Motivation, a term that arises out of the lack of an individual's desire to act with energy and passion (Kim, 2006), which is relevant to the reason of a behavior or the causes of the individual behavior and which may vary due to the difference of the individual behaviors and individual needs (Ryan et al, 2011), is defined as the driving force that revitalizes and controls the behavior such as learning for a purpose, doing something or acting (Bulut and Çavuş, 2015). In another definition, motivation is defined as a psychological process for uncovering voluntary behaviors to achieve individual and organizational goals and ensuring the continuity of these behaviors (Pool and Pool, 2007).…”