SavedAdd your journal

Journals / Eğitim ve Bilim / 2014 / Cilt: 39 - Sayı: 174

School Culture as a Predictor of Teacher Professionalism

Öğretmen Profesyonelizminin Bir Yordayıcısı Olarak Okul Kültürü

Ali Çağatay KILINÇ
Pages
105–118
Publication Date
2022-10-18
DOI
—
🏛️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)

Results were discussed with regard to improving teacher professionalism and school culture.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study was to examine the relationship between school culture and teacher professionalism.
📊
Key Findings & Data:A total of 386 teachers employed in 18 primary schools in Ankara participated in this study. "Organizational Culture Scale" and "Teacher Professionalism Scale" were used to gather data.
💡
Conclusion & Impact:Results were discussed with regard to improving teacher professionalism and school culture.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The purpose of this study was to examine the relationship between school culture and teacher professionalism. A total of 386 teachers employed in 18 primary schools in Ankara participated in this study. "Organizational Culture Scale" and "Teacher Professionalism Scale" were used to gather data. Results revealed that primary school teachers' perceptions on task-oriented culture was higher than support-oriented, success-oriented, and bureaucratic cultures and that teachers' perceptions on professionalism were over the midpoint. Support-oriented and task-oriented cultures were positively and significantly associated with teacher professionalism, however, bureaucratic school culture was negatively and significantly associated with teacher professionalism. Results also illustrated that support-oriented, task-oriented, and bureaucratic cultures were the significant predictors of teacher professionalism. Results were discussed with regard to improving teacher professionalism and school culture.

Özet

Bu profesyonelizmi Araştırmaya, Ankara ili merkez ilçe sınırları içinde bulunan 18 ilköğretim okulunda görev yapan toplam 386 öğretmen katılmıştır. Araştırma verilerinin toplanmasında "Örgüt Kültürü Ölçeği" ve "Öğretmen Profesyonelizm Ölçeği" kullanılmıştır. Araştırmanın sonuçları, öğretmenler tarafından en yüksek düzeyde algılanan örgüt kültürü boyutunun görev kültürü olduğunu ve öğretmenlerin profesyonelliklerine ilişkin algılarının orta düzeyin üstünde olduğunu göstermektedir. Örgüt kültürünün destek ve görev kültürü boyutlarının öğretmen profesyonelizmiyle olumlu yönde anlamlı, bürokratik kültür ile olumsuz yönde anlamlı bir ilişki içinde olduğu belirlenmiştir Ayrıca, araştırma sonuçları öğretmen profesyonelizminin anlamlı yordayıcılarının destek kültürü, görev kültürü ve bürokratik kültür öğretmenlerin profesyonel davranışlarının ve okul kültürünün geliştirilmesi bağlamında tartışılmıştır

🔖

Cite This Article

KILINÇ, A. Ç. (2022). School Culture as a Predictor of Teacher Professionalism. Eğitim ve Bilim, Cilt: 39 - Sayı: 174, 105–118. https://ajindex.com/articles/497459

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Adler, P. S., & Borys, B. (1996). Two types of bureaucracy: Enabling and coercive. Administrative Science Quarterly, 41(1), 61-89.
  2. Barrett, A. M. (2008). Capturing the differance: Primary school teacher identity in Tanzania. International Journal of Educational Development, 28, 496-507.
  3. Barth, R. S. (1990). Improving schools from within. Teachers, parents, and principals can make the difference. San Francisco, CA: Jossey-Bass. Bayhan, G. (2011). Öğretmenlerin profesyonelliğinin incelenmesi. Yayınlanmamış doktora tezi, Marmara Üniversitesi,
  4. İstanbul.
  5. Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers' perceptions of professional identity: an exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749- 764. Boyt, T. E., Lusch, R. F., & Naylor, G. (2001). The role of professionalism in determining job satisfaction in professional services: A study of marketing researchers. Journal of Service Research, 3(4), 321-330.
  6. Broadway, K. (2010). Student achievement: Impact of teacher certification method, school climate and culture, and level of support experienced by first-year teachers. Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3445878) Bulris, M. E. (2009). A meta-analysis of research on the mediated effects of principal leadership on student achievement: Examining the effect size of school culture on student achievement as an indicator of teacher effectiveness. Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3389429) Carlgren, I. (1999). Professionalism and teachers as designers. Journal of Curriculum Studies, 31(1), 43- 56. Cerit, Y. (2013). Okulun bürokratik yapısı ile sınıf öğretmenlerinin profesyonel davranışları arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 18(4), 497-521.
  7. Çelik, V. (2002). Okul kültürü ve yönetimi. Ankara:
  8. Pegem A. Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer. Day, C. (2000). Effective leadership and reflective practice, reflective practice. International and Multidisciplinary Perspectives, 1(1), 113-127.
  9. Day, C., Flores, M. A., & Viana, I. (2007). Effects of national policies on teachers' sense of professionalism: Findings from an empirical study in Portugal and in England, European Journal of Teacher Education, 30(3), 249-265.
  10. Demirkasımoğlu, N. (2010). Defining "Teacher Professionalism" from different perspectives. Procedia Social and Behavioral Sciences, 9, 2047-2051.
  11. Demirkol, A. Y. ve Savaş,