SavedAdd your journal

Journals / e-Uluslararası Eğitim Araştırmaları Dergisi / 2020 / Cilt: 11 Sayı: 3

Insights into Ethical Climate and Teacher Behavioral Outcomes

Etik İklim ve Öğretmen Davranışlarına İlişkin Sonuçları

Ela Burcu Uçel(İZMİR EKONOMİ ÜNİVERSİTESİ)0000-0001-7210-9476
Burcu Güneri(İZMİR EKONOMİ ÜNİVERSİTESİ)0000-0003-3396-2217
Esin Çağlayan(İZMİR EKONOMİ ÜNİVERSİTESİ)0000-0003-4516-2743
Remziye Gülem Atabay(İZMİR EKONOMİ ÜNİVERSİTESİ)0000-0002-3220-7802
Pages
217–230
Publication Date
2020-12-31
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings indicate the critical role of school principals having strong ethical-ground and building trust-based relationships with teachers.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to provide insight into ethical climate in schools through examining teachers’ perceptions and thus understanding how ethical climate occurs and makes an influence on teachers.
📊
Key Findings & Data:A qualitative study was designed employing 19 in-depth interviews with teachers in public and private elementary schools in İzmir.
💡
Conclusion & Impact:Findings indicate the critical role of school principals having strong ethical-ground and building trust-based relationships with teachers.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:School ethical climate · School leadership · Organizational Citizenship Behaviors

Abstract

The aim of this study is to provide insight into ethical climate in schools through examining teachers’ perceptions and thus understanding how ethical climate occurs and makes an influence on teachers. A qualitative study was designed employing 19 in-depth interviews with teachers in public and private elementary schools in İzmir. Inductive constant comparison method was used for the analysis. School principals appeared as the most important factor shaping the ethical climate through role-modelling. Caring and rules climates lead to positive outcomes such as increase in organizational commitment, job satisfaction, organizational citizenship behaviors and retention, while instrumental climate negatively affects them. Findings indicate the critical role of school principals having strong ethical-ground and building trust-based relationships with teachers. The originality of the study lies in offering insights about how either a positive or negative ethical climate occurs and makes an influence on teachers’ attitudes and behaviors through the teachers’ voices.

Özet

Bu çalışmanın amacı, okullarda etik iklimin oluşumuna etki eden faktörleri ve etik iklimin öğretmenlerin tutum ve davranışları üzerindeki etkilerini incelemektir. Bu doğrultuda nitel bir araştırma tasarlanmış ve 19 farklı okullardan öğretmenle yüz yüze derinlemesine görüşme yapılmıştır. Araştırma sonucunda okullarda etik iklimin şekillenmesinde rol model olmaları sebebiyle okul müdürlerinin en büyük etkiye sahip oldukları görülmüştür. Etik iklimin başkalarının iyiliğini isteme ve kurallar boyutlarının örgütsel bağlılık, iş tatmini, örgütsel vatandaşlık davranışı ve çalışanı işte tutma üzerinde olumlu etkileri olduğu, bununla beraber araçsallık ikliminin bahsi geçen örgütsel çıktılar üzerinde olumsuz etkisi olduğu görülmüştür. Bulgular okul müdürlerinin, sağlam etik temellere sahip olunması ve öğretmenlerle güvene dayalı ilişkiler geliştirilmesinde kritik bir rolü olduğuna dikkat çekmektedir. Çalışmanın temel katkısı, öğretmenlerin deneyimlerinden yola çıkarak olumlu ya da olumsuz etik iklimin nasıl oluştuğu ve öğretmen tutum ve davranışlarına nasıl etki ettiğine dair bir bütünsel kavrayış sunmasıdır.

🔖

Cite This Article

Uçel, E. B., Güneri, B., Çağlayan, E., Atabay, R. G. (2020). Insights into Ethical Climate and Teacher Behavioral Outcomes. e-Uluslararası Eğitim Araştırmaları Dergisi, Cilt: 11 Sayı: 3, 217–230. https://doi.org/10.19160/ijer.773878

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (49)

  1. Armstrong, A., & Francis, R. (2008). An ethical climate is a duty of care. Journal of Business Systems, Governance and Ethics, 3(3), 15-20. DOI:10.15209/jbsge.v3i3.138
  2. Bakır A. B. & Kaya, A., (2017). Oratokul öğrencilerinin okul aidiyet duygusu ile okul temelli yalnızlık arasındaki ilişkide okul ikliminin aracılık rolü, E-Uluslararası Eğitim Araştırmaları Dergisi, Cilt: 8, Sayı:1, 2017, ss: 14-27, DOI: 10.19160/50000201389
  3. Banerji, P., & Krishnan, V.R. (2000). Ethical preferences of transformational leaders: An empirical investigation. Leadership and Organization Development Journal, 21(8), 405- 413. https://doi.org/10.1108/01437730010358161
  4. Barnett, T., & Vaicys, C. (2000). The moderating effect of individuals' perceptions of ethical work climate on ethical judgments and behavioral intention. Journal of Business Ethics, 27(4), 351-362. https://doi.org/10.1023/A:1006382407821
  5. Borhani, F., Jalali, T., Abbaszadeh, A., & Haghdoost, A. (2014). Nurses’ perception of ethical climate and organizational commitment. Nursing Ethics, 21(3), 278-288. https://doi.org/10.1177/0969733013493215
  6. Boyce, C., & Neale, P. (2006). Conducting in-depth interviews: A guide for designing and conducting in-depth interviews for evaluation input. Watertown, MA: Pathfinder International.
  7. Brown, M.E., Treviño, L.K., & Harrison, D.A. (2005). Ethical leadership: A social learning perspective for construct development and testing. Organizational Behavior and Human Decision Processes, 97(2), 117-134. https://doi.org/10.1016/j.obhdp.2005.03.002
  8. Bursalıoğlu, Z. (2015). Okul yönetiminde yeni yapı ve davranış. 19. Baskı Ankara: Pegem Akademi Yayıncılık.
  9. Campbell, E. (2004). Ethical bases of moral agency in teaching. Teachers and teaching, 10(4), 409-428. https://doi.org/10.1080/1354060042000224142
  10. Colnerud, G. (2015). Moral stress in teaching practice. Teachers and Teaching, 21(3), 346-360. https://doi.org/10.1080/13540602.2014.953820
  11. Cömert, M. & Dönmez, B. (2018). Okul yöneticilerinin ertelemecilik davranışları, iş yükleri ve kişilik özelliklerine ilişkin algıları, E-Uluslararası Eğitim Araştırmaları Dergisi, Cilt:9 Sayı:2, 2018, ss.1-18, DOI:10.19160//ijer.409300
  12. Crosby, L. A., Evans, K. R., & Cowles, D. (1990). Relationship quality in services selling: An interpersonal influence perspective. The Journal of Marketing, 54(3), 68-81. DOI: 10.2307/1251817
  13. Cullen, J.B., Parboteeah, K.P., & Victor, B. (2003). The effects of ethical climates on organizational commitment: A two-study analysis. Journal of Business Ethics, 46(2), 127-41. DOI: 10.1023/A:1025089819456
  14. Deshpande, S.P. (1996). The impact of ethical climate types on facets of job satisfaction: An empirical investigation. Journal of Business Ethics, 15(6), 655-660. DOI: 10.1007/BF00411800
  15. Dorsch, M. J., Swanson, S. R., & Kelley, S. W. (1998). The role of relationship quality in the stratification of vendors as perceived by customers. Journal of the Academy of Marketing Science, 26(2), 128-142. DOI: 10.1177/0092070398262004
  16. Goldman, A., & Tabak, N. (2010). Perception of ethical climate and its relationship to nurses’ demographic characteristics and job satisfaction. Nursing Ethics, 17(2), 233-246. DOI: 10.1177/0969733009352048.
  17. Grojean, M. W., Resick, C. J., Dickson, M. W., & Smith, D. B. (2004). Leaders, values, and organizational climate: Examining leadership strategies for establishing an organizational climate regarding ethics. Journal of Business Ethics, 55(3), 223-241. https://doi.org/10.1007/s10551-004-1275-5
  18. Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.). Handbook of Qualitative Research (pp. 105-117). London: Sage.
  19. Gürkan, H. & Toprakçi, E. (2018). İlkokul müdürlerinin mesleki gelişimi, E-Uluslararası Eğitim Araştırmaları Dergisi, Cilt:9, Sayı:2, 2018, ss:64-81, DOI:10.19160//ijer.434582
  20. Hoy, W. K. & Sweetland, S. R. (2001). Designing better schools; The meaning and measure of enabling school structures. Educational Administrative Quarterly, 37, 296-321. DOI: 10.1177/00131610121969334
  21. Huang, C. C., You, C. S., & Tsai, M. T. (2012). A multidimensional analysis of ethical climate, job satisfaction, organizational commitment, and organizational citizenship behaviors. Nursing Ethics, 19(4), 513-529. DOI: 10.1177/0969733011433923 ·
  22. Lavian, R. H. (2012). The impact of organizational climate on burnout among homeroom teachers and special education teachers (full classes/individual pupils) in mainstream schools. Teachers and Teaching, 18(2), 233-247. DOI: 10.1080/13540602.2012.632272
  23. Leech, N. L., & Onwuegbuzie, A. J. (2007). An array of qualitative data analysis tools: A call for data analysis triangulation. School Psychology Quarterly. 22(4), 557–584. DOI: 10.1037/1045-3830.22.4.557
  24. Leung, A. S. (2008). Matching ethical work climate to in-role and extra-role behaviors in a collectivist work setting. Journal of Business Ethics, 79(1-2), 43-55. DOI: 10.1007/s10551-007-9392-6
  25. Li, L., Hallinger, P., & Ko, J. (2016). Principal leadership and school capacity effects on teacher learning in Hong Kong. International Journal of Educational Management, 30(1), 76-100. https://doi.org/10.1108/IJEM-03-2014-0035
  26. Lincoln, Y.S. & Guba, E.G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications.
  27. Luo, M., Huang, W., & Najjar, L. (2007). The relationship between perceptions of a Chinese high school's ethical climate and students' school performance. Journal of Moral Education, 36(1), 93-111. DOI: 10.1080/03057240601185489
  28. Martin, K. D., & Cullen, J. B. (2006). Continuities and extensions of ethical climate theory: A meta-analytic review. Journal of Business Ethics, 69(2), 175-194. DOI: 10.1007/s10551-006-9084-7
  29. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications, Thousand Oaks.
  30. Morse, M. & Field, A. (1995). Qualitative Research Methods for Health Professionals. Sage Publications, Thousand Oaks.
  31. Noonan, J. (2004). School climate and the safe school: Seven contributing factors. Educational Horizons, 83(1), 61-65. https://www.jstor.org/stable/42926526
  32. Özen, F., & Durkan, E. (2016). Algılanan örgütsel etik iklim ile öğretmenlik meslek etiği arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 22(4), 593-627.
  33. Peng, H., & Wei, F. (2019). How and when does leader behavioral integrity influence employee voice? The roles of team independence climate and corporate ethical values. Journal of Business Ethics, 1-17. https://doi.org/10.1007/s10551-019-04114-x
  34. Peterson, D. K., (2002). The Relationship between unethical behavior and the dimensions of the ethical climate questionnaire. Journal of Business Ethics, 41(4), 313-326. https://doi.org/10.1023/A:1021243117958
  35. Richards, K. A., Hemphill, M., A. & Templin, T.J. (2018). Personal and contextual factors related to teachers’ experience with stress and burnout. Teachers and Teaching, 24(7), 768-787. https://doi.org/10.1080/13540602.2018.1476337
  36. Rosenblatt, Z., & Peled, D. (2002). School ethical climate and parental involvement. Journal of Educational Administration, 40(4), 349-367. https://doi.org/10.1108/ 09578230210433427
  37. Rosenblatt, Z., Shapira-Lishchinsky, O., & Shirom, A. (2010). Absenteeism in Israeli school teachers: An organizational ethics perspective. Human Resource Management Review, 20(3), 247-259. DOI: 10.1016/j.hrmr.2009.08.006
  38. Rosenblatt, Z., & Shapira-Lishchinsky, O. (2017). Temporal withdrawal behaviors in an educational policy context. International Journal of Educational Management, 31(7), 895-907. DOI: 10.1108/IJEM-12-2015-0165
  39. Shapira-Lishchinsky, O., & Rosenblatt, Z. (2009a). Perceptions of organizational ethics as predictors of work absence: A test of alternative absence measures. Journal of Business Ethics, 88(4), 717-734. https://doi.org/10.1007/s10551-008-9977-8
  40. Shapira-Lishchinsky, O., & Rosenblatt, Z. (2009b). Organizational ethics and teachers’ intent to leave: An integrative approach. Educational Administration Quarterly, 45(5), 725-758. https://doi.org/10.1177/0013161X09347340
  41. Shapira-Lishchinsky, O., & Rosenblatt, Z. (2010). School ethical climate and teachers' voluntary absence. Journal of Educational Administration, 48(2), 164-181. DOI: 10.1108/09578231011027833
  42. Shapira-Lishchinsky, O., & Raftar-Ozery, T. (2018). Leadership, absenteeism acceptance, and ethical climate as predictors of teachers’ absence and citizenship behaviors. Educational Management Administration & Leadership, 46(3), 491-510. https://doi.org/10.1177/1741143216665841
  43. Simha, A., & Cullen, J. B. (2012). Ethical climates and their effects on organizational outcomes: Implications from the past and prophecies for the future. Academy of Management Perspectives, 26(4), 20–34. https://doi.org/10.5465/amp.2011.0156
  44. Toprakçı, E. ve Taş, Ş. (2020). Yargitay’ın okul müdürlerine ilişkin verdiği kararların incelenmesi, E-Uluslararası Eğitim Araştırmaları Dergisi, Cilt:11, Sayı:1, 2020, ss.20-40, DOI: 10.19160//ijer.656003
  45. Torabian, E., & Davoudi, A. M. (2016). The relationship between ethical climate and job satisfaction among high school teachers of Saveh city. International Journal of Learning and Development, 6(3), 67-79. DOI:10.5296/ijld.v6i3.9796
  46. Victor, B. & Cullen, J.B. (1988). The organizational bases of ethical work climates. Administrative Science Quarterly, 33(1), 101-125. DOI: 10.2307/2392857
  47. Victor, B., & Cullen, J. B. (1990). A theory and measure of ethical climate in organizations, in W. C. Frederick and L. E. Preston (eds.), Business Ethics: Research Issues and Empirical Studies. JAI Press Inc, Greenwich, CT, pp. 77-97.
  48. Wech, B. A., Mossholder, K. W., Steel, R. P, & Bennett, N. (1998). Does work group cohesiveness affect individual performance and organizational commitment? A cross level examination. Small Group Research, 29 (4), 472-495. DOI: 10.1177/1046496498294004
  49. Wood, A. (2005). The importance of principals: Site administrators’ roles in novice teacher induction. American Secondary Education, 33(2): 39–62. DOI: 10.1177/0969733013493215