Publication: Okullardaki İnformel İlişkiler İle Eğitimcilerin Öznel İyi Oluşları Arasındaki İlişki
Abstract
Araştırmanın amacı, okullardaki informel ilişkiler ile eğitimcilerin öznel iyi oluş düzeyi arasındaki ilişkiyi belirlemektir. Araştırmanın evrenini, 2022-2023 eğitim öğretim yılında Samsun ili Atakum, İlkadım, Canik, Bafra ve Alaçam ilçelerinde 669 kamu okulunda görev yapan eğitimciler oluşturmaktadır. Örneklem küme-seçkisiz örnekleme yöntemi ile belirlenmiştir. Araştırmanın evreninde bulunan 12005 eğitimci arasından 614 kişi örneklemi oluşturmaktadır. Araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Veri toplama aracı olarak 'Okullardaki İnformel İlişkiler Ölçeği', 'Öğretmenlerin Öznel İyi Oluş Düzeyi Ölçeği' ve 'Kişisel Bilgi Formu' kullanılmıştır. Araştırma bulgularında, öğretmen ve yöneticilerin demografik yapısına ilişkin frekans ve yüzde değerleri verilmiştir. Kullanılan ölçeklerin alt boyutlarına ilişkin betimsel istatistik değerleri belirtilmiştir. Verilerin analizi için Bağımsız Grup t-Testi, Tek Yönlü Varyans Analizi (ANOVA) kullanılmıştır. Analizlerde SPSS (PASW Statistics 14) paket programı kullanılmıştır. Araştırmada anlamlılık düzeyi ,05 olarak kabul edilmiştir. Analiz sonuçlarına göre eğitimcilerin okullardaki informel ilişkileri orta, öznel iyi oluşları ise iyi düzeydedir. Eğitimcilerin informel ilişkilerinde medeni hal, kıdem, okulun bulunduğu yerleşim yeri, branş ve okulda bulunan öğretmen sayısına göre anlamlı fark meydana gelmezken; cinsiyete göre 'kurum içi' alt boyutunda anlamlı farkın erkekler lehine; göreve göre okul yöneticileri lehine anlamlı bir farkın oluştuğu belirlenmiştir. Eğitimcilerin öznel iyi oluşlarında cinsiyet, branş, okulda bulunan öğretmen sayısı açısından anlamlı bir farklılık oluşmazken, medeni hale göre 'okul bağlılığı' alt boyutunda evliler lehine; göreve göre okul yöneticileri lehine; kıdeme göre öznel iyi oluşun her iki alt boyutunda da 21 yıl ve üzeri kıdemi olanlar lehine; 'okul bağlılığı' alt boyutunda okul bulunduğu yerleşim yerine göre şehirde bulunan okullarda görev yapan eğitimcilerin lehine anlamlı farkın oluştuğu belirlenmiştir. Eğitimcilerin informel ilişkileri ile öznel iyi oluşları arasındaki ilişkinin pozitif yönde anlamlı, ayrıca informel ilişkilerin öznel iyi oluş açısından anlamlı bir yordayıcı olduğu sonuçlarına ulaşılmıştır.
The aim of the study is to determine the relationship between informal relations in schools and the subjective well-being of educators. The universe of the research consists of educators working in 669 public schools in the districts of Atakum, İlkadım, Canik, Bafra and Alaçam in Samsun province in the 2022-2023 academic year. The sample was determined by cluster-non-random sampling method. Among the 12005 educators in the population of the research, 614 people form the sample. Relational survey model, one of the quantitative research methods, was used in the research. 'Informal Relationship Scale in Schools', 'Teachers' Subjective Well-Being Scale' and 'Personal Information Form' were used as data collection tools. In the research findings, frequency and percentage values related to the demographic structure of teachers and administrators are given. The descriptive statistics values for the sub-dimensions of the scales used are stated. Independent Group t-Test, One-Way Analysis of Variance (ANOVA) was used to analyze the data. SPSS (PASW Statistics 14) package program was used in the analysis. The level of significance in the study was accepted as .05. According to the results of the analysis, the informal relations of the educators in the schools are at a moderate level, and their subjective well-being is at a good level. While there is no significant difference in the informal relations of educators according to marital status, seniority, location of the school, branch and the number of teachers in the school; a significant difference in the 'in-house' sub-dimension according to gender in favor of men; It was determined that there was a significant difference in favor of school administrators according to the task. While there was no significant difference in the subjective well-being of educators in terms of gender, branch, and the number of teachers in the school, in favor of married people in the sub-dimension of 'school engagement' according to marital status; in favor of school administrators according to the task; in favor of those with a seniority of 21 years or more in both sub-dimensions of subjective well-being according to seniority; In the 'school engagement' sub-dimension, it was determined that there was a significant difference in favor of the educators working in the schools in the city according to the settlement where the school is located. It has been concluded that the relationship between the informal relationships of the educators and their subjective well-being is positively significant, and that informal relationships are a significant predictor of subjective well-being.
The aim of the study is to determine the relationship between informal relations in schools and the subjective well-being of educators. The universe of the research consists of educators working in 669 public schools in the districts of Atakum, İlkadım, Canik, Bafra and Alaçam in Samsun province in the 2022-2023 academic year. The sample was determined by cluster-non-random sampling method. Among the 12005 educators in the population of the research, 614 people form the sample. Relational survey model, one of the quantitative research methods, was used in the research. 'Informal Relationship Scale in Schools', 'Teachers' Subjective Well-Being Scale' and 'Personal Information Form' were used as data collection tools. In the research findings, frequency and percentage values related to the demographic structure of teachers and administrators are given. The descriptive statistics values for the sub-dimensions of the scales used are stated. Independent Group t-Test, One-Way Analysis of Variance (ANOVA) was used to analyze the data. SPSS (PASW Statistics 14) package program was used in the analysis. The level of significance in the study was accepted as .05. According to the results of the analysis, the informal relations of the educators in the schools are at a moderate level, and their subjective well-being is at a good level. While there is no significant difference in the informal relations of educators according to marital status, seniority, location of the school, branch and the number of teachers in the school; a significant difference in the 'in-house' sub-dimension according to gender in favor of men; It was determined that there was a significant difference in favor of school administrators according to the task. While there was no significant difference in the subjective well-being of educators in terms of gender, branch, and the number of teachers in the school, in favor of married people in the sub-dimension of 'school engagement' according to marital status; in favor of school administrators according to the task; in favor of those with a seniority of 21 years or more in both sub-dimensions of subjective well-being according to seniority; In the 'school engagement' sub-dimension, it was determined that there was a significant difference in favor of the educators working in the schools in the city according to the settlement where the school is located. It has been concluded that the relationship between the informal relationships of the educators and their subjective well-being is positively significant, and that informal relationships are a significant predictor of subjective well-being.
Description
Keywords
Citation
WoS Q
Scopus Q
Source
Volume
Issue
Start Page
End Page
122