Öğretmen Algılarına Göre Ortaöğretim Kurumlarında Örgütsel Kültür ve Örgütsel Vatandaşlık Davranışı

Secondary School Teachers’ Perceptions about Organizational Culture and Organizational Citizenship Behavior

Özet

Bu araştırmanın amacı, ortaöğretim kurumlarında görev yapan öğretmenlerin görev yaptıkları okullara ilişkin örgütsel kültür ve örgütsel vatandaşlık davranışı algıları arasındaki ilişkiyi incelemektir. Araştırmada öğretmenlerin örgütsel kültür ve örgütsel vatandaşlık davranışı algılarının cinsiyetlerine, görev yaptıkları okulun türüne (genel lise/meslek lisesi) ve deneyimlerine bağlı olarak farklılaşıp farklılaşmadığı test edilmekte, ayrıca öğretmenlerin örgütsel vatandaşlık davranışı algılarının örgütsel kültür algılarından istatistiksel olarak kestirilip kestirilemeyeceği belirlenmeye çalışılmaktadır. Rize il merkezindeki liselerde görev yapan öğretmenlerle gönüllülük esasına göre gerçekleştirilen araştırmada veri toplama aracı olarak Örgütsel Kültür Ölçeği ile Örgütsel Vatandaşlık Davranışı Ölçeği kullanılmıştır. Araştırma sonucunda, öğretmenlerin örgüt kültürü algılarının geleneksel örgüt kültürü boyutunda cinsiyetlerine (bayanlar lehine) ve görev yaptıkları okul türüne göre (meslek liseleri lehine) istatistiksel olarak farklılaştığı, örgütsel vatandaşlık davranışı algılarının ise bireysel sorumluluk boyutunda cinsiyete göre farklılaştığı gözlenmiştir. Ayrıca, öğretmenlerin örgütsel vatandaşlık davranışı algılarının örgütsel kültür algılarından istatistiksel olarak kestirilebildiği belirlenmiştir.

Abstract

Background. Cultural variables such as artifacts, shared values and basic assumptions about the organizational reality constitute different organizational cultures and influence the quality of work life in organizations. Organizational culture has been defined differently in the organizational literature. These definitions range from the simple to the complex, such as social glue; organizational blinders; the way we do things around here (Shaw & Reyes, 1992).Organizational culture determines leadership styles and work strategies and thus it shapes organizational behaviors and the way things are done in organizations (De Brentani & Kleinschmidt, 2004). Shared philosophies, ideologies, values, assumptions, beliefs, expectations, attitudes and norms constitute organizational culture. Organizational culture produces norms in the formal structure of organizations, and it develops a social system of certain values, beliefs and habits. This system support employees to get an organizational awareness to decide which behaviors are appropriate in the organization (Halis, 2003). In brief, organizational culture forms a social system and shared behavior pattern which holds the employees together in the organization (Martins & Terblanche, 2003).Organizational citizenship behaviors are defined as discretionary behaviors which are not formally recognized by the organizational reward system. Organizational citizenship behaviors may range from helping voluntarily a co-worker to wearing the organizational logo on a sweatshirt. In organizational life, it is difficult to reward organizational citizenship behaviors or to punish the absence of such citizenship behaviors (Moorman & Blakely, 1995). Organizational citizenship behavior is accepted as organizational members' extra-role behaviors which are not described in their formal job descriptions. Some examples of these discretionary behaviors include cooperation with peers, performing voluntarily extra duties for the organization, punctuality, volunteering and helping others, using time efficiently, conserving resource, and positively representing the organization (Ahmadi,2010). Organizational citizenship behavior has been studied as an impetus for better organizational performance. Moreover, it has been examined in relation to some other organizational variables like organizational commitment, job satisfaction, or procedural justice (Jahangir, Akbar, & Haq, 2004). However, the studies examining the relationships between organizational citizenship behavior and organizational culture are very rare.Organizational citizenship behavior has been described as having two or more dimensions. For example, Smith, Organ, and Near (1983) described organizational citizenship behavior in two dimensions as altruism and generalized compliance. Organ (1988), in another study, explains five categories of organizational citizenship behavior such altruism, conscientiousness, sportsmanship, courtesy, and civic virtue. Moorman and Blakely (1995) defined identified organizational citizenship behavior in four categories. On the other hand, Dipaola and Tschannen-Moran (2001) proposed bipolar construct for organizational citizenship behavior; one polar refer to help the organization and second polar express helping individuals (Jahangir, Akbar, & Haq, 2004). Similarly, Suresh, and Venkatammal (2010) examined organizational citizenship behavior in two dimensions like individual oriented and organizational oriented behaviors. In this study organizational citizenship behavior was measured in two dimensions as organizational responsibility and individual responsibility In organizational literature organizational culture is generally described in four dimensions. For examples, Hofstede (1980) defined four cultural orientations (power distance, masculinity-femininity, individualistcollectivist and uncertainty avoidance) in organizations. Harrison (1975) explained organizational culture through four different organizational ideologies as power culture, role culture, task culture and individual culture. Handy (1981), adapted Harrison's organizational culture classification orderly into four ancient Greece Gods; Zeus, Apollo, Athena, and Dionisus. Pheysey (1983) by taking into consideration the classifications of Harrison and Handy, proposed four organizational culture types as power culture, role culture, achievement culture and support culture. In this study Pheysey's (1983) organizational culture classification was taken into considerations, but after explanatory and confirmatory factor analysis organizational culture was measured in two factors as classic organizational culture, corresponding Pheysey's power and role cultures, and contemporary organizational culture, corresponding Pheysey's achievement and support cultures. Purpose. This study aims to examine organizational culture and organizational citizenship behavior perceptions of the secondary school teachers in Rize Province. In order to reach this main aim the following research questions are formulated: 1. How do secondary school teachers perceive organizational culture and organizational citizenship behavior in their schools? 2. Do secondary school teachers' perceptions of organizational culture and organizational citizenship behavior show difference significantly according to their genders, school types, and teaching experiences? 3. Can primary teachers' perceptions of organizational citizenship behavior be predicted from their perceptions of organizational culture? Method. The study was conducted with voluntary participation of 291 teachers working in academic and vocational secondary schools located in Rize Province. 110 of 291 teachers were female and 181 teachers were male; 157 teachers were working in academic secondary schools and 134 teachers were working in vocational secondary schools.Two different instruments were used in data gathering process. The first instrument was organizational culture s

Anahtar kelimeler: örgüt kültürü , örgütsel vatandaşlık davranışı , klasik örgüt kültürü , çağdaş örgüt kültürü