The relationship between self-sabotage and organizational climate of schools

Abstract

This study aimed to determine the relationship between self-sabotage behaviours of school administrators and teachers and their perceptions of organizational climate in schools. In the present study, "correlational screening model" which is a quantitative research method was used. A sample consisting of 1204 teachers and 166 administrators working in 74 Turkish schools was selected through stratified cluster sampling method to carry out this study. In order to measure self-sabotage levels of teachers and administrators, "The Self-Handicapping Scale" and "School Climate Scale" were conducted as data collection tools. "Pearson Product Moment Correlation" (PPMC) was used to investigate the relationship between self-sabotage and organizational climate in schools and "Multiple Linear Regression Analysis" was used to find out to what extent organizational climate predicts the self-sabotage. It was found out that self-sabotage and organizational climate in schools and all of its sub-dimensions were negatively correlated at a low level. As a result of the regression analysis, it was revealed that the collaboration sub-dimension of the school climate was an important predictor of selfsabotage. According to results of this study, it is recommended that there should be an increase in positive perception in the organizational climate of educational institutions and effective communication between employees as this will create respect, trust, sincerity, friendship and reduce self-sabotage among administrators and teachers.

Exploring the Relationship between Management Practices and Teacher’s Work Satisfaction and Commitment

“…Therefore, educational administrators must ensure that their faculty members are content and committed to the school. Studies and research have shown that contented workers are more loyal to their companies (Hoyt, 2012;Gokce, 2013).…”