Review Article
BibTex RIS Cite

Öğretmenlerin İşe Bağlılıkları, Takım Çalışması Tutumları ve Sınıftaki Farklılıklar Yeterlikleri Arasındaki İlişkinin İncelenmesi

Year 2022, Volume: 12 Issue: 4, 155 - 182, 20.12.2022

Abstract

Bu nicel araştırmanın amacı, öğretmenlerin işe bağlılıkları, takım çalışmasına ilişkin tutumları ve sınıftaki farklılıklara yönelik yeterlikleri arasındaki ilişkileri yapısal eşitlik modellemesi kapsamında incelemektir. Araştırmanın örneklemini 2020-2021 Eğitim-Öğretim Yılı’nda Suriyeli Çocukların Türk Eğitim Sistemine Entegrasyonunun Desteklenmesi Projesi’nde (PİKTES) görevli olan 355 öğretmen oluşturmaktadır. Verilerin toplanmasında Öğretmenlerde Takım Çalışmasına İlişkinTutum Ölçeği, İşe Bağlılık Ölçeği ve Sınıftaki Farklılıklar İçin Öğretmen Yeterlik Ölçeği kullanılmıştır. Bu çalışma kapsamında oluşturulan yapısal modele dayalı olarak dört hipotez geliştirilmiştir. Buna göre; (i) öğretmenlerin işe bağlılığının hem öğretmenlerin sınıftaki farklılıklara yönelik yeterliklerini (ii) hem de takım çalışmasına ilişkin tutumlarını olumlu yönde etkilediği, (iii) öğretmenlerin sınıftaki farklılıklara yönelik yeterliklerinin takım çalışmasına ilişkin tutumlarını olumlu yönde etkilediği ve (iv) öğretmenlerin işe bağlılıklarının da sınıftaki farklılıklara yönelik yeterlikleri aracılığıyla takım çalışmasına ilişkin tutumlarını olumlu yönde etkilediği iddia edilmektedir. Bu hipotezleri doğrulamak için önce değişkenler arasındaki ilişkiler belirlenmiş ve tüm değişkenlerin orta düzeyde pozitif ilişkilere sahip olduğu görülmüştür. Bu ilişkilere dayalı olarak verilen yapısal model oluşturulmuş ve yol analizi kullanılarak test edilmiştir. Bulgular, kurulan tüm hipotezlerin doğrulandığını göstermiştir.

References

  • Alpar, R. (2012). Applied statistics and validity-reliability [Uygulamalı istatistik ve geçerlik-güvenirlik]. Detay Publishing.
  • American Psychological Association. (2002). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. Retrieved from http://www.apa.org/pi/multiculturalguidelines/homepage.html
  • Ardic, K., & Polatci, S. (2009). Burnout syndrome and the other side of medallion: Engagement. Erciyes University Journal of Faculty of Economics and Administrative Sciences, 82, 21–46.
  • Aryee, S. (1994). Job involvement: An analysis of its determinants among male and female teachers. Revue Canadienne des Sciences de I’Administration, 11, 320–333.
  • Bakker, A. B., & Bal, P. M. (2010). Weekly work engagement and performance: A study among starting teachers. Journal of Occupational and Organizational Psychology, 83, 189–206. doi:10.1348/096317909X402596
  • Bakker, A. B., Schaufeli, W. B., Leiter, M. P., & Taris, T. W. (2008). Work engagement: An emerging concept in occupational health psychology. Work & Stress, 22(3), 187–200. https://doi.org/10.1080/02678370802393649
  • Basbay, A., & Kagnici, D. (2011). Perceptions of multicultural competence scale: A scale development study. Education and Science, 36(161), 199–212.
  • Basch, M. F. (1983). Empathic understanding: A review of the concept and some theoretical considerations. J Am Psychoanal Assoc., 31,101–126.
  • Cagri San, B., & Tok, T. N. (2017). The relationship between teachers' work engagement and organizational commitment. Pamukkale University Journal of Social Sciences Institute, 26, 355–370.
  • Can, N. (2007). Teacher leadership skills and its level of realization. Erciyes University Journal of Faculty of Economics and Administrative Sciences, 22(1), 263–288.
  • Cankaya, İ. H., & Karakus, M. (2010). A study on developing a scale for school principals’ team leadership behaviors. Educational Administration: Theory and Practice, 16(2), 167–183.
  • Cetin, M. Ç., & Yaman, E. (2004). An indicator of effective management understanding in the quality school: Team working. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 1(1), 43–45.
  • Cherkowski, S., & Schnellert, L. (2018). Teacher, team, and school change through reciprocal learning. Teacher Development, 22(2), 229–248.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
  • Dalay, I. (2001). Management and organization; principles, theories and strategies [Yönetim ve organizasyon; ilkeler, teoriler ve stratejiler]. Sakarya University Publishing.
  • Diamond, B. J., & Moore, M. A. (1995). Multicultural literacy. Longman.
  • Eren, E. (2012). Organizational behavior and management psychology [Örgütsel davranış ve yönetim psikolojisi]. Beta.
  • Erturk, R., & Aydin, B. (2018). Organizational communication and work engagement behavior at work Yenicaga and Dortdivan districts: A relational analysis based on teachers’ opinions. Adnan Menderes University Faculty of Education Journal of Educational Sciences, 9(2), 86–99.
  • Field, L. K., & Buitendach, J. H. (2012). Work engagement, organisational commitment, job resources and job demands of teachers working within disadvantaged high schools in KwaZulu-Natal, South Africa. J. Psychol. Afr., 22, 87–95. doi: 10.1080/14330237.2012.10874525
  • Garcia-Marin, J. A., & Zarate-Martinez, E. (2007). A theoretical review of knowledge management and teamworking in the organizations. International Journal of Management and Science Engineering Management, 2(4), 278–288.
  • Gay, G. (1994). A synthesis of scholarship in multicultural education. (Urban Monog¬raph No. RI88062012). North Central Regional Educational Laboratory.
  • Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. Teachers College Press.
  • George, O. J., & de Akaighe, G. O. (2017). Cultural diversity and work engagement in Nigerian civil service. Journal of Economics & Business Research, 23(1), 59.
  • Gezer, M., & Ilhan, M. (2016). The Turkish adaptation of teacher efficacy scale for classroom diversity. Journal of Hasan Ali Yucel Faculty of Education, 13(2), 187.
  • Gulbahar, B. (2017). The relationship between work engagement and organizational trust: a study of elementary school teachers in Turkey. Journal of Education and Training Studies, 5(2), 149–159. doi:10.11114/ jets.v5i2.2052
  • Gulbahar, B. (2020a). Investigation of the relationship between perception of supervisor support, perceived school effectiveness, work engagement, job satisfaction and organizational cynic attitude of teachers. Participatory Educational Research, 7(3), 1–20. http://dx.doi.org/10.17275/per.20.32.7.3
  • Gulbahar, B. (2020b). Development of teachers' teamwork attitude scale: Validity and reliability study. Journal of History School, 46, 1630–1647.
  • Gulbahar, B., & Sivaci, S. Y. (2018). Evaluation of the relationship between the perceptions on work engagement and in-class effective communication skills of the secondary school teachers. In C. Ruggiero, H. Arslan, & M, A. Icbay (Eds.)., Research on communication (pp. 125–134). International Association of Social Science Research.
  • Hair, Jr., J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (2005). Multivariate data analysis (6th ed.). Prentice Hall.
  • Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495–513. doi: 10.1016/j.jsp.2005.11.001
  • Hoigaard, R., Giske, R., & Sundsli, K. (2012). Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit. Eur. J. Teach. Educ. 35, 347–357. doi: 10.1080/02619768.2011.633993
  • Irvine, J. (1990). Black students and school failure. Greenwood Press.
  • Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy ff Management Journal, 33(4), 694–700.
  • Katzenbach, J. R., & Smith, D. K. (1993). The wisdom of teams: Creating the high-performance organization. Harvard Business Press.
  • Kaya, Y. (2015). Effective school development according to the views of school sharers (Unpublished master’s thesis). Hasan Kalyoncu University Social Sciences Institute, Gaziantep, Turkey.
  • Kirkpatrick, C. L. (2007). To invest, coast or idle: Second-state teachers enact their job engagement. Paper presented at the American Educational Research Association annual conference. Chicago, IL.
  • Kitsantas, A. (2012). Teacher efficacy scale for classroom diversity (TESCD): A validation study. Revista de Currículum Formación de Profesorado, 16(1), 35–44.
  • Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Teachers’ occupational well-being and quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology, 100, 702–715. doi:10.1037/0022-0663.100.3.702
  • Lekic, S., Bogetic, S., & Randic, D. (2011, June 24-25). The influence of teams and team work on competitiveness of enterprises. 1st International Symposium on Engineering Management and Competitiveness (pp. 167–172). Zrenjanin, Serbia.
  • Leonard, L. J., & Leonard, P. E. (2005). Achieving professional community in schools: The administrator challenge. Planning and Changing, 36(1), 23–49.
  • Lim, S. L., & Bentley, P. J. (2019). Diversity improves teamwork: Optimising teams using a genetic algorithm. In 2019 IEEE Congress on Evolutionary Computation (pp. 2848–2855). Institute of Electrical and Electronics Engineers.
  • Markos, S., & Sridevi M. S. (2010). Employee engagement: The key to improving performance. International Journal of Business and Management, 5(12), 89–96.
  • Meydan, C. H., & Sesen, H. (2011). Yapısal esitlik modellemesi AMOS uygulamaları (Structural equation modeling AMOS applications). Detay Publishing.
  • Meyer, J. P., Allen, N. J., & Smith, C. A. (1993). Commitment to organizations and occupations: Extension and test of a three-component conceptualization. Journal of Applied Psychology, 78(4), 538–551. https://doi.org/10.1037/0021-9010.78.4.538
  • Nartgun, S. S., & Kocak, S. (2020). Relationship between teacher's work engagement and effectiveness of school. Journal of Human Sciences, 17(3), 792–811.
  • Nayir, F., & Taskin, P. (2020). Teachers’ views on managing multiculturalism in classroom setting. Ankara University Journal of Faculty of Educational Sciences, 53(2), 457–480.
  • Nunnally, J. C. (1978). An overview of psychological measurement. In B. Wolman (Ed.)., Clinical diagnosis of mental disorders (pp. 97–146). Springer US.
  • Organisation for Economic Co-operation and Development. (2012). Equity and quality in education: Supporting disadvantaged students and schools. OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264130852-en
  • Ozkalp, E., & Meydan, B. (2015). Analysis of the reliability and validity of the work engagement scale developed by Schaufeli and Bakker in Turkish. The Journal of Industrial Relations and Human Resources, 17(3), 1–19.
  • PIKTES (2021). Project on promoting integration of Syrian kids into the Turkish education system. Retrieved from https://piktes.gov.tr
  • Polega, M., Amorim Neto, R. C., Brilowski, R., & Baker, K. (2019). Principals and teamwork among teachers: An exploratory study. Revista @Mbienteeducação, 12(2), 12–32.
  • Riordan, C. M., & Shore, L. M. (1997). Demographic diversity and employee attitudes: An empirical examination of relational demography within work units. Journal of Applied Psychology, 82(3), 342.
  • Ronfeldt, M., Farmer, S., Mcqueen, K., & Grissom, J. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal, 52, 475–514.
  • Salleh, M. J., & Kayode, B. K. (2014). An analysis of teachers’ perceptions towards teamwork. Asian Journal of Management Research, 4(3), 516–526. Schaufeli, W. B., & Bakker, A. (2003). Utrect work engagement scale. Preliminary Manual Version, 1, 4–5.
  • Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two-sample confirmatory factor analytic approach. Journal of Happiness Studies, 3, 71–92.
  • Sezen, G. (2014). Examination of relationship between teachers’ work engagement and loneliness at work levels (Unpublished master’s thesis). Sakarya University Educational Sciences Institute, Sakarya.
  • Sharma, R. M. (1992). Empathy: A retrospective on its development in psychotherapy. Austr. NZJ Psychiatry, 26, 377–390.
  • Simbula, S., Guglielmi, D., & Schaufeli, W. B. (2011). A three-wave study of job resources, self-efficacy, and work engagement among Italian schoolteachers. European Journal of Work and Organizational Psychology, 20, 285–304. doi:10.1080/13594320903513916,
  • Simsek, O. F. (2007). Introduction to structural equation modeling (basic principles and applications of LISREL). Ekinoks.
  • Tabachnick, B. G., & Fidel, L. S. (2001). Using multivariate statistics (4th ed.). Allyn & Bacon, Inc.
  • Tschida, C. M., Smith, J. J., & Fogarty, E. A. (2015). It just works better: Introducing the 2:1 model of co-teaching in teacher preparation. The Rural Educator, 36, 11–26.
  • Ullah, R., Khattak, S. R., & Rahman, S.U. (2018). The buffering effect of teamwork effectiveness on the relationship between employee work engagement and behavioral outcomes. Journal of Managerial Sciences, 12(1), 49–61.
  • United Nations Educational, Scientific and Cultural Organization. (1995). Managing diversity: Strategies for effective education in a diverse classroom. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000148965 on 05.03.2021.
  • United Nations Educational, Scientific and Cultural Organization. (2003). Promoting quality education: Education for peace, human rights and democracy; education for sustainable development; curricula, educational tools and teacher training. Conference: UNESCO. Executive Board, 166th [323]. Retrieved from https://unesdoc.unesco.org/https://unesdoc.unesco.org/ark:/48223/pf0000129748.:~:text=UNESCO%20promotes%20quality%20education%20as,education%20as%20a%20human%20right
  • Unlu, I., & Orten, H. (2013). Investigation the perception of teacher candidates about multiculturism and multicultural education. Dicle University Journal of Ziya Gokalp Faculty of Education, 21, 287–302.
  • Ustu, H., & Tumkaya, S. (2017). Predictors of primary school teachers’ organizational commitment and detecting teachers’ organizational commitment, occupational commitment and intent to leave levels. Elementary Education Online, 16(3), 1262–1274.
  • Zincirkiran, M., Emhan, A., & Yasar, M. F. (2015). Analysis of teamwork, organizational commitment and organizational performance: A study of health sector in Turkey. Asian Journal of Business and Management, 3(2), 173–182.

Examining the Relationships Among Teachers’ Work Engagement, Teamwork Attitudes, and Efficacy for Classroom Diversity

Year 2022, Volume: 12 Issue: 4, 155 - 182, 20.12.2022

Abstract

The purpose of this quantitative research is to examine the relationships among teachers’ work engagement, teamwork attitudes, and efficacy for classroom diversity within the scope of structural equation modeling. The sample of the study consists of 355 teachers involved in the Project Supporting the Integration of Syrian Children into the Turkish Education System (PIKTES) during the 2020-2021 academic year. The Teachers’ Teamwork Attitude Scale, Work Engagement Scale, and Teacher Efficacy Scale for Classroom Diversity have been used for collecting the data. Four hypotheses were developed based on the structural model created within the context of this study. Accordingly, (i) teachers’ work engagement is claimed to positively affects both teachers’ efficacy for classroom diversity as well as their (ii) teamwork attitude; and (iii) teachers’ efficacy for classroom diversity is claimed to positively affect their teamwork attitude, and (iv) teachers’ work engagement is also claimed to positively affect their teamwork attitude through their efficacy for classroom diversity. To verify these hypotheses, the relationships among the variables were determined first, and all the variables were seen to have moderately positive relationships. Based on these relations, the given structural model was then created and tested using path analysis. The findings showed all the hypotheses to have been proven confirmed.

References

  • Alpar, R. (2012). Applied statistics and validity-reliability [Uygulamalı istatistik ve geçerlik-güvenirlik]. Detay Publishing.
  • American Psychological Association. (2002). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. Retrieved from http://www.apa.org/pi/multiculturalguidelines/homepage.html
  • Ardic, K., & Polatci, S. (2009). Burnout syndrome and the other side of medallion: Engagement. Erciyes University Journal of Faculty of Economics and Administrative Sciences, 82, 21–46.
  • Aryee, S. (1994). Job involvement: An analysis of its determinants among male and female teachers. Revue Canadienne des Sciences de I’Administration, 11, 320–333.
  • Bakker, A. B., & Bal, P. M. (2010). Weekly work engagement and performance: A study among starting teachers. Journal of Occupational and Organizational Psychology, 83, 189–206. doi:10.1348/096317909X402596
  • Bakker, A. B., Schaufeli, W. B., Leiter, M. P., & Taris, T. W. (2008). Work engagement: An emerging concept in occupational health psychology. Work & Stress, 22(3), 187–200. https://doi.org/10.1080/02678370802393649
  • Basbay, A., & Kagnici, D. (2011). Perceptions of multicultural competence scale: A scale development study. Education and Science, 36(161), 199–212.
  • Basch, M. F. (1983). Empathic understanding: A review of the concept and some theoretical considerations. J Am Psychoanal Assoc., 31,101–126.
  • Cagri San, B., & Tok, T. N. (2017). The relationship between teachers' work engagement and organizational commitment. Pamukkale University Journal of Social Sciences Institute, 26, 355–370.
  • Can, N. (2007). Teacher leadership skills and its level of realization. Erciyes University Journal of Faculty of Economics and Administrative Sciences, 22(1), 263–288.
  • Cankaya, İ. H., & Karakus, M. (2010). A study on developing a scale for school principals’ team leadership behaviors. Educational Administration: Theory and Practice, 16(2), 167–183.
  • Cetin, M. Ç., & Yaman, E. (2004). An indicator of effective management understanding in the quality school: Team working. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 1(1), 43–45.
  • Cherkowski, S., & Schnellert, L. (2018). Teacher, team, and school change through reciprocal learning. Teacher Development, 22(2), 229–248.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
  • Dalay, I. (2001). Management and organization; principles, theories and strategies [Yönetim ve organizasyon; ilkeler, teoriler ve stratejiler]. Sakarya University Publishing.
  • Diamond, B. J., & Moore, M. A. (1995). Multicultural literacy. Longman.
  • Eren, E. (2012). Organizational behavior and management psychology [Örgütsel davranış ve yönetim psikolojisi]. Beta.
  • Erturk, R., & Aydin, B. (2018). Organizational communication and work engagement behavior at work Yenicaga and Dortdivan districts: A relational analysis based on teachers’ opinions. Adnan Menderes University Faculty of Education Journal of Educational Sciences, 9(2), 86–99.
  • Field, L. K., & Buitendach, J. H. (2012). Work engagement, organisational commitment, job resources and job demands of teachers working within disadvantaged high schools in KwaZulu-Natal, South Africa. J. Psychol. Afr., 22, 87–95. doi: 10.1080/14330237.2012.10874525
  • Garcia-Marin, J. A., & Zarate-Martinez, E. (2007). A theoretical review of knowledge management and teamworking in the organizations. International Journal of Management and Science Engineering Management, 2(4), 278–288.
  • Gay, G. (1994). A synthesis of scholarship in multicultural education. (Urban Monog¬raph No. RI88062012). North Central Regional Educational Laboratory.
  • Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. Teachers College Press.
  • George, O. J., & de Akaighe, G. O. (2017). Cultural diversity and work engagement in Nigerian civil service. Journal of Economics & Business Research, 23(1), 59.
  • Gezer, M., & Ilhan, M. (2016). The Turkish adaptation of teacher efficacy scale for classroom diversity. Journal of Hasan Ali Yucel Faculty of Education, 13(2), 187.
  • Gulbahar, B. (2017). The relationship between work engagement and organizational trust: a study of elementary school teachers in Turkey. Journal of Education and Training Studies, 5(2), 149–159. doi:10.11114/ jets.v5i2.2052
  • Gulbahar, B. (2020a). Investigation of the relationship between perception of supervisor support, perceived school effectiveness, work engagement, job satisfaction and organizational cynic attitude of teachers. Participatory Educational Research, 7(3), 1–20. http://dx.doi.org/10.17275/per.20.32.7.3
  • Gulbahar, B. (2020b). Development of teachers' teamwork attitude scale: Validity and reliability study. Journal of History School, 46, 1630–1647.
  • Gulbahar, B., & Sivaci, S. Y. (2018). Evaluation of the relationship between the perceptions on work engagement and in-class effective communication skills of the secondary school teachers. In C. Ruggiero, H. Arslan, & M, A. Icbay (Eds.)., Research on communication (pp. 125–134). International Association of Social Science Research.
  • Hair, Jr., J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (2005). Multivariate data analysis (6th ed.). Prentice Hall.
  • Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495–513. doi: 10.1016/j.jsp.2005.11.001
  • Hoigaard, R., Giske, R., & Sundsli, K. (2012). Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit. Eur. J. Teach. Educ. 35, 347–357. doi: 10.1080/02619768.2011.633993
  • Irvine, J. (1990). Black students and school failure. Greenwood Press.
  • Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy ff Management Journal, 33(4), 694–700.
  • Katzenbach, J. R., & Smith, D. K. (1993). The wisdom of teams: Creating the high-performance organization. Harvard Business Press.
  • Kaya, Y. (2015). Effective school development according to the views of school sharers (Unpublished master’s thesis). Hasan Kalyoncu University Social Sciences Institute, Gaziantep, Turkey.
  • Kirkpatrick, C. L. (2007). To invest, coast or idle: Second-state teachers enact their job engagement. Paper presented at the American Educational Research Association annual conference. Chicago, IL.
  • Kitsantas, A. (2012). Teacher efficacy scale for classroom diversity (TESCD): A validation study. Revista de Currículum Formación de Profesorado, 16(1), 35–44.
  • Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Teachers’ occupational well-being and quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology, 100, 702–715. doi:10.1037/0022-0663.100.3.702
  • Lekic, S., Bogetic, S., & Randic, D. (2011, June 24-25). The influence of teams and team work on competitiveness of enterprises. 1st International Symposium on Engineering Management and Competitiveness (pp. 167–172). Zrenjanin, Serbia.
  • Leonard, L. J., & Leonard, P. E. (2005). Achieving professional community in schools: The administrator challenge. Planning and Changing, 36(1), 23–49.
  • Lim, S. L., & Bentley, P. J. (2019). Diversity improves teamwork: Optimising teams using a genetic algorithm. In 2019 IEEE Congress on Evolutionary Computation (pp. 2848–2855). Institute of Electrical and Electronics Engineers.
  • Markos, S., & Sridevi M. S. (2010). Employee engagement: The key to improving performance. International Journal of Business and Management, 5(12), 89–96.
  • Meydan, C. H., & Sesen, H. (2011). Yapısal esitlik modellemesi AMOS uygulamaları (Structural equation modeling AMOS applications). Detay Publishing.
  • Meyer, J. P., Allen, N. J., & Smith, C. A. (1993). Commitment to organizations and occupations: Extension and test of a three-component conceptualization. Journal of Applied Psychology, 78(4), 538–551. https://doi.org/10.1037/0021-9010.78.4.538
  • Nartgun, S. S., & Kocak, S. (2020). Relationship between teacher's work engagement and effectiveness of school. Journal of Human Sciences, 17(3), 792–811.
  • Nayir, F., & Taskin, P. (2020). Teachers’ views on managing multiculturalism in classroom setting. Ankara University Journal of Faculty of Educational Sciences, 53(2), 457–480.
  • Nunnally, J. C. (1978). An overview of psychological measurement. In B. Wolman (Ed.)., Clinical diagnosis of mental disorders (pp. 97–146). Springer US.
  • Organisation for Economic Co-operation and Development. (2012). Equity and quality in education: Supporting disadvantaged students and schools. OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264130852-en
  • Ozkalp, E., & Meydan, B. (2015). Analysis of the reliability and validity of the work engagement scale developed by Schaufeli and Bakker in Turkish. The Journal of Industrial Relations and Human Resources, 17(3), 1–19.
  • PIKTES (2021). Project on promoting integration of Syrian kids into the Turkish education system. Retrieved from https://piktes.gov.tr
  • Polega, M., Amorim Neto, R. C., Brilowski, R., & Baker, K. (2019). Principals and teamwork among teachers: An exploratory study. Revista @Mbienteeducação, 12(2), 12–32.
  • Riordan, C. M., & Shore, L. M. (1997). Demographic diversity and employee attitudes: An empirical examination of relational demography within work units. Journal of Applied Psychology, 82(3), 342.
  • Ronfeldt, M., Farmer, S., Mcqueen, K., & Grissom, J. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal, 52, 475–514.
  • Salleh, M. J., & Kayode, B. K. (2014). An analysis of teachers’ perceptions towards teamwork. Asian Journal of Management Research, 4(3), 516–526. Schaufeli, W. B., & Bakker, A. (2003). Utrect work engagement scale. Preliminary Manual Version, 1, 4–5.
  • Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two-sample confirmatory factor analytic approach. Journal of Happiness Studies, 3, 71–92.
  • Sezen, G. (2014). Examination of relationship between teachers’ work engagement and loneliness at work levels (Unpublished master’s thesis). Sakarya University Educational Sciences Institute, Sakarya.
  • Sharma, R. M. (1992). Empathy: A retrospective on its development in psychotherapy. Austr. NZJ Psychiatry, 26, 377–390.
  • Simbula, S., Guglielmi, D., & Schaufeli, W. B. (2011). A three-wave study of job resources, self-efficacy, and work engagement among Italian schoolteachers. European Journal of Work and Organizational Psychology, 20, 285–304. doi:10.1080/13594320903513916,
  • Simsek, O. F. (2007). Introduction to structural equation modeling (basic principles and applications of LISREL). Ekinoks.
  • Tabachnick, B. G., & Fidel, L. S. (2001). Using multivariate statistics (4th ed.). Allyn & Bacon, Inc.
  • Tschida, C. M., Smith, J. J., & Fogarty, E. A. (2015). It just works better: Introducing the 2:1 model of co-teaching in teacher preparation. The Rural Educator, 36, 11–26.
  • Ullah, R., Khattak, S. R., & Rahman, S.U. (2018). The buffering effect of teamwork effectiveness on the relationship between employee work engagement and behavioral outcomes. Journal of Managerial Sciences, 12(1), 49–61.
  • United Nations Educational, Scientific and Cultural Organization. (1995). Managing diversity: Strategies for effective education in a diverse classroom. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000148965 on 05.03.2021.
  • United Nations Educational, Scientific and Cultural Organization. (2003). Promoting quality education: Education for peace, human rights and democracy; education for sustainable development; curricula, educational tools and teacher training. Conference: UNESCO. Executive Board, 166th [323]. Retrieved from https://unesdoc.unesco.org/https://unesdoc.unesco.org/ark:/48223/pf0000129748.:~:text=UNESCO%20promotes%20quality%20education%20as,education%20as%20a%20human%20right
  • Unlu, I., & Orten, H. (2013). Investigation the perception of teacher candidates about multiculturism and multicultural education. Dicle University Journal of Ziya Gokalp Faculty of Education, 21, 287–302.
  • Ustu, H., & Tumkaya, S. (2017). Predictors of primary school teachers’ organizational commitment and detecting teachers’ organizational commitment, occupational commitment and intent to leave levels. Elementary Education Online, 16(3), 1262–1274.
  • Zincirkiran, M., Emhan, A., & Yasar, M. F. (2015). Analysis of teamwork, organizational commitment and organizational performance: A study of health sector in Turkey. Asian Journal of Business and Management, 3(2), 173–182.
There are 67 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Bahadir Gülbahar 0000-0002-7040-1593

Gözde Sezen-gültekin 0000-0002-2179-4466

Mesut Gün 0000-0001-9663-1066

Publication Date December 20, 2022
Published in Issue Year 2022 Volume: 12 Issue: 4

Cite

APA Gülbahar, B., Sezen-gültekin, G., & Gün, M. (2022). Examining the Relationships Among Teachers’ Work Engagement, Teamwork Attitudes, and Efficacy for Classroom Diversity. İnsan Ve Toplum, 12(4), 155-182.