Öğretmenlerin duygusal zekâ düzeyleri ile örgütsel sinizm tutumları arasındaki ilişkinin incelenmesi (Konya/Ilgın örneği)
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Date
2021-03-22
Authors
Öztop, Maide
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu araştırma öğretmenlerin duygusal zekâ düzeyleri ile örgütsel sinizme ilişkin tutumları arasında istatistiksel olarak bir ilişki olup olmadığını saptamak amacı ile yapılmıştır. Bu araştırmanın çalışma grubunu Konya ili Ilgın ilçesindeki Milli Eğitim Bakanlığı bünyesindeki resmi anaokulu, ilkokul, ortaokul ve lise türündeki 79 okuldaki 679 öğretmen oluştırmaktadır. Evrende yer alan 679 öğretmen içerisinden gönüllü 487 öğretmene ölçekler ulaştırılmış ve 471 öğretmen ile çalışma gerçekleştirilmiştir. Çalışmada birinci bölüm için Kişisel Bilgi Formu, ikinci bölüm için Petrides ve Furnham’ın geliştirdiği ve 2013 yılında Deniz, Özer ve Işık’ın çalışmaları ile Türk diline uyarlanan Duygusal Zekâ Özelliği Ölçeği Kısa Form (DZÖÖ-KF) ve üçüncü bölüm için de Sağır ve Oğuz’un 2012 yılında geliştirdiği Öğretmenlere yönelik örgütsel sinizm ölçeği kullanılmıştır. Veriler analiz edilirken için SPSS 23.0 programından yararlanılmış olup aritmetik ortalama, yüzdelik, standart sapma gibi betimsel istatistikler kullanılmıştır. Veriler normal dağılım gösterdiği için iki seçeneği olan bağımsız değişkenler için bağımsız örneklemler için t- testi ve iki ve üzeri seçeneği olan bağımsız değişkenler için tek yönlü varyans analizi (Anova) kullanılmıştır. Araştırmanın sonuçlarına göre öğretmenlerin duygusal zekâ düzeyleri oldukça yüksek olduğu belirlenmiştir. Duygusal zekâyı etkileyen birçok değişken mevcuttur. Bu kapsamda medeni durum öğretmenlerin duygusal zekâ düzeylerinde farklılaşmaya yol açan bir değişkendir. Medeni durumu evli olan öğretmenlerin duygusal zekâ düzeyleri bekar olanlara göre daha yüksektir. Yine aynı kapsamda meslekte geçirilen süre duygusal zekâyı etkileyen bir başka değişkendir. Meslekte geçirilen süre arttıkça duygusal zekâ durumu de yükselmektedir. Araştırma kapsamında öğretmenlerin örgütsel sinizm tutumları incelendiğinde orta düzeyde sinizm tutumuna sahip oldukları belirlenmiştir. Örgütsel sinizme neden olan birçok faktör mevcuttur. Cinsiyeti erkek olan öğretmenler örgütsel sinizm ölçeği alt boyutu kararları uygulamalara katılım düzeyleri kadın öğretmenlere göre daha yüksektir. Yine aynı kapsamda medeni durumu bekar olan öğretmenlerin örgütsel sinizm tutumları daha yüksek düzeydedir. Öğretmenlik branşı da örgütsel sinizm tutumlarını farklılaştıran başka bir değişkendir. Branş öğretmenlerinin çalıştığı örgütten uzaklaşma alt boyutu düzeyleri sınıf öğretmenlerine göre daha yüksektir. Görev yapılan okul türü örgütsel sinizm tutumlarında farklılaşmaya yol açan bir başka değişken olarak belirlenmiştir. İlkokulda çalışan öğretmenlerin örgütsel sinizm tutumları lisede çalışanlara göre daha yüksek düzeydedir. Meslekte geçirilen sürenin de çalıştığı örgütten uzaklaşma alt boyutunda anlamlı farklılığa neden olduğu belirlenmiştir. Meslekteki kıdemi 17 yıl ve üzeri olan öğretmenlerin 1- 4 yıl ile 5- 8 yıl olan öğretmenlere göre daha düşük düzeyde olduğu belirlenmiştir. Araştırmanın bulgularına göre öğretmenlerin duygusal zekâ düzeyleri ve örgütsel sinizm tutumları arasında düşük düzeyli negatif bir ilişki belirlenmiştir. Aynı zamanda Duygusal zekâ durumu öğretmenlerin örgütsel sinizme ilişkin tutumlarının %8’ini açıklarken %92’si modele dahil edilmeyen değişkenler tarafından açıklanmaktadır.
This research was conducted to determine whether there is a significant relationship between teachers' levels of emotional intelligence and their attitudes towards organizational cynicism. The study group of this research consists of 679 teachers in 79 schools of official kindergarten, primary school, secondary school and high school affiliated to the Ministry of National Education in Ilgın district of Konya province. Scales were delivered to 487 volunteer teachers among 679 teachers in the universe of the study and the study was carried out with 471 teachers. In the study, the Personal Information Form was used for the first part, and the Emotional Intelligence Feature Scale Short Form (EIFS-SF), which was developed by Petrides and Furnham and adapted into Turkish by Deniz, Özer and Işık in 2013, was used. For the third part, the Organizational Cynicism Scale for Teachers developed by Sağır and Oğuz was used. The SPSS 23.0 program was used in the analysis of the data. Descriptive statistics such as arithmetic mean, percentage, and standard deviation were used for the analysis of the data, and since the data showed normal distribution, the t-test for independent samples for groups with two variables and one-way anasis of variance (Anova) for groups with more than two variables were used. According to the results of the research, it was determined that the emotional intelligence levels of the teachers were quite high. There are many variables that affect emotional intelligence. In this context, marital status is a variable that causes differentiation in the emotional intelligence levels of teachers. The emotional intelligence levels of teachers whose marital status are married are higher than those of single teachers. In the same context, the time spent in the profession is another variable that affects emotional intelligence. As the time spent in the profession increases, the level of emotional intelligence increases. When the organizational cynicism attitudes of the teachers were examined within the scope of the study, it was determined that they had a moderate level of cynicism. There are many factors that cause organizational cynicism. Teachers whose gender is male have higher levels of participation in the decisions of the organizational cynicism scale sub-dimension than female teachers. Again, in the same context, teachers whose marital status is single have a higher level of organizational cynicism. Teaching branch is another variable that differentiates organizational cynicism attitudes. The level of the sub-dimension of alienation from the organization where branch teachers work is higher than that of classroom teachers. The type of school in which the task is performed has been identified as another variable that leads to differentiation in attitudes of organizational cynicism. Organizational cynicism attitudes of primary school teachers are higher than those working in high schools. It was determined that the time spent in the profession also caused a significant difference in the sub-dimension of alienation from the organization they worked for. It was determined that teachers with a professional seniority of 17 years or more are at a lower level than teachers with a seniority of 1-4 years and 5-8 years. According to the results of the research, a negative low-level relationship was found between teachers' levels of emotional intelligence and their attitudes to organizational cynicism. At the same time, while emotional intelligence explains 8% of teachers' attitudes towards organizational cynicism, 92% is explained by the variables not included in the model.
This research was conducted to determine whether there is a significant relationship between teachers' levels of emotional intelligence and their attitudes towards organizational cynicism. The study group of this research consists of 679 teachers in 79 schools of official kindergarten, primary school, secondary school and high school affiliated to the Ministry of National Education in Ilgın district of Konya province. Scales were delivered to 487 volunteer teachers among 679 teachers in the universe of the study and the study was carried out with 471 teachers. In the study, the Personal Information Form was used for the first part, and the Emotional Intelligence Feature Scale Short Form (EIFS-SF), which was developed by Petrides and Furnham and adapted into Turkish by Deniz, Özer and Işık in 2013, was used. For the third part, the Organizational Cynicism Scale for Teachers developed by Sağır and Oğuz was used. The SPSS 23.0 program was used in the analysis of the data. Descriptive statistics such as arithmetic mean, percentage, and standard deviation were used for the analysis of the data, and since the data showed normal distribution, the t-test for independent samples for groups with two variables and one-way anasis of variance (Anova) for groups with more than two variables were used. According to the results of the research, it was determined that the emotional intelligence levels of the teachers were quite high. There are many variables that affect emotional intelligence. In this context, marital status is a variable that causes differentiation in the emotional intelligence levels of teachers. The emotional intelligence levels of teachers whose marital status are married are higher than those of single teachers. In the same context, the time spent in the profession is another variable that affects emotional intelligence. As the time spent in the profession increases, the level of emotional intelligence increases. When the organizational cynicism attitudes of the teachers were examined within the scope of the study, it was determined that they had a moderate level of cynicism. There are many factors that cause organizational cynicism. Teachers whose gender is male have higher levels of participation in the decisions of the organizational cynicism scale sub-dimension than female teachers. Again, in the same context, teachers whose marital status is single have a higher level of organizational cynicism. Teaching branch is another variable that differentiates organizational cynicism attitudes. The level of the sub-dimension of alienation from the organization where branch teachers work is higher than that of classroom teachers. The type of school in which the task is performed has been identified as another variable that leads to differentiation in attitudes of organizational cynicism. Organizational cynicism attitudes of primary school teachers are higher than those working in high schools. It was determined that the time spent in the profession also caused a significant difference in the sub-dimension of alienation from the organization they worked for. It was determined that teachers with a professional seniority of 17 years or more are at a lower level than teachers with a seniority of 1-4 years and 5-8 years. According to the results of the research, a negative low-level relationship was found between teachers' levels of emotional intelligence and their attitudes to organizational cynicism. At the same time, while emotional intelligence explains 8% of teachers' attitudes towards organizational cynicism, 92% is explained by the variables not included in the model.
Description
Keywords
Duygu, Duygusal zekâ, Örgüt, Örgütsel sinizm, Zekâ, Emotion, Emotional intelligence, Intelligence, Organization, Organizational cynicism
Citation
Öztop, M. (2021). Öğretmenlerin duygusal zekâ düzeyleri ile örgütsel sinizm tutumları arasındaki ilişkinin incelenmesi (Konya/Ilgın örneği). Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.