Araştırma Makalesi
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Relationships Between Power Sources, Psychological Empowerment, School Culture and Psychological Climate: A Structural Equation Modeling

Yıl 2020, Cilt: 11 Sayı: 2, 68 - 91, 25.09.2020
https://doi.org/10.19160/ijer.751727

Öz

This research was carried out to make an inference about school managers' power sources, school culture, and psychological climate, which are thought to affect psychological empowerment will be emphasized. This study was designed and conducted according to the correlation research pattern to test the proposed conceptual model; and, this model has been tested with the Structural Equation Model (SEM). 358 teachers (252 women and 97 men) participated in the study. Then to evaluate the model χ² (Chi-square), χ²/df ratio (Chi-square/degree of freedom), SRMR (Standardized root mean square residual), GFI (Goodness-of-fit index), AGFI (Adjusted goodness-of-fit index), NFI (Normed Fit Index), TLI (Turker-Lewis Index), CFI (Comparative Fit Index) and RMSEA (Root mean square error of approximation) are examined. According to the results, some hypotheses have been accepted but some of them not. H1 -School principal's power sources affect psychological empowerment- and H2 -Power sources affect the psychological climate- have been rejected. However H3 -School culture has an impact on its psychological climate-, H4 -Power sources affect school culture-, H5 -Psychological climate affects psychological empowerment- and H6 -School culture affects psychological empowerment- has been accepted.

Kaynakça

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Güç Türleri, Psikolojik Güçlendirme, Okul Kültürü ve Psikolojik Iklim Arasındaki Ilişkiler: Bir Yapısal Eşitlik Modellemesi

Yıl 2020, Cilt: 11 Sayı: 2, 68 - 91, 25.09.2020
https://doi.org/10.19160/ijer.751727

Öz

Bu araştırma, psikolojik güçlendirmeyi etkilediği düşünülen okul yöneticilerinin güç kaynakları, okul kültürü ve psikolojik iklimi hakkında bir çıkarım yapmak amacıyla hazırlanmıştır. Çalışma, önerilen kavramsal modeli test etmek için korelasyon araştırma modeline göre tasarlanmış, yürütülmüş ve bu model Yapısal Eşitlik Modeli (SEM) ile test edilmiştir. Araştırmaya 358 öğretmen (252 kadın ve 97 erkek) katılmıştır. Bulgular uyum indekslerine göre değerlendirilmiş ve yapılan modifikasyon sonucunda modelin uyum değerlerinin mükemmel düzeyde olduğu tespit edilmiştir (χ²=5.766; df=7; p=.567; χ²/df=.824; SRMR= .021; GFI=.995; AGFI=981; NFI=.994; TLI=1.000; CFI=1.000; RMSEA=.000). Elde edilen modele göre; okul müdürlerinin kullandıkları yumuşak güç türleri, psikolojik güçlendirmeyi olumlu etkilerken; sert güç türleri psikolojik güçlendirmeyi etkilememektedir. Yumuşak güç türleri, görev kültürünü, başarı kültürünü ve destek kültürünü olumlu etkilerken; bürokratik kültürü olumsuz etkilemektedir. Sert güç türleri, okulun kültürel boyutlarını etkilememektedir. Yumuşak güç türleri, psikolojik iklimi olumlu etkilerken; sert güç türlerinin etkisi bulunmamaktadır. Başarı kültürü ve görev kültürü, psikolojik güçlendirmeyi olumlu etkilerken; bürokratik kültür ve başarı kültürü, psikolojik güçlendirmeyi etkilememektedir. Başarı kültürü, görev kültürü ve destek kültürü, psikolojik iklimi olumlu etkilerken; bürokratik kültür etkilememektedir. Psikolojik iklim, psikolojik güçlendirmeyi olumlu etkilemektedir. Araştırma sonucunda okul kültürünün psikolojik iklim ve psikolojik güçlendirmeyi etkileyen önemli bir faktör olduğu görülmüştür.

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  • Rice, T. W. & Steele, B. J. (2004). Subjective well-being and culture across time and space. Journal of Cross-Cultural Psychology, 35, 633- 647.
  • Russell, B. (1938). Power, a new social analysis. New York: W. W. Norton.
  • Saphier, J., & King, M. (1985). Good seeds grow in strong cultures. Educational Leadership, 42(6), 67-74.
  • Schein, E. H. (1985) Organizational Culture and Leadership (San Francisco, CA: Jossey-Bass).
  • Schein, E. H. (1996) Culture: the missing concept in organization studies. Administrative Science Quarterly, 41, 229–240. Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Schneider, B. & Reichers, A. E. (1983). On the etiology of climates. Personnel Psychology, 36, 19–39
  • Schoen, L. T. & Teddlie, C. (2008). A new model of school culture: A response to a call for conceptual clarity. School Effectiveness and School Improvement, 19(2), 129-153. Retrieved from https://doi.org/10.1080/09243450802095278
  • Schumacker, R. E., & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling. New York: Routledge Taylor ve Francis Group.
  • Schyns, B., Veldhoven, M. v., & Wood, S. (2009). Organizational climate, relative psychological climate and job satisfaction: The example of supportive leadership climate. Leadership & Organization Development Journal, 30(7), 649-663.
  • Sezgin, F. (2010). Psikolojik dayanıklılığı düşük ve yüksek öğretmenlerde örgütsel bağlılık üzerine bir araştırma [Investigating the pyschologicial hardıness levels of primary school teachers]. 19th National Educational Sciences Congress Abstracts (92-93). Lefkoşa: International Kıbrıs University Education Faculty. https://www.yumpu.com/tr/document/read/44713979/ilkogretim-okulu-ogretmenlerinin-psikolojik-dayankllk-duzeylerinin-
  • Spreitzer, G. M. (1995). Psychological empowerment in the workplace: Dimensions, measurement, and validation. Academy of Management Journal, 38(5), 1442-1465, http://dx.doi.org/10.2307/256865
  • Strutton, D., Pelton, L. E., & Lumpkin, J. R. (1993). The influence of psychological climate on conflict resolution strategies in franchise relationships. Journal of the Academy of Marketing Science, 21(3), 207-215.
  • Sürgevil, O., Tolay, E., & Topoyan, M. (2013). Yapısal güçlendirme ve psikolojik güçlendirme ölçeklerinin geçerlilik ve güvenilirlik analizleri [The Validty and Reliability Analysis of Structural Empowerment and Psychological empowerment Scales]. Journal of Yasar University, 8(31), 5371-5391. https://www.researchgate.net/publication/296431464_Yapisal_Guclendirme_ve_Psikolojik_Guclendirme_Olceklerinin_Gecerlilik_ve_Guvenilirlik_Analizleri_-_The_Validty_and_Reliability_Analysis_of_Structural_Empowerment_and_Psychological_empowerment_Scales
  • Şentürk, C. & Sağnak, M. (2012). İlköğretim okulu müdürlerinin liderlik davranışları ı̇le okul ı̇klimi arasındaki ı̇lişki [The relationship between leadership behavior of primary school managers and school climate]. Journal of Educational Sciences, 10(1), 29-47. https://dergipark.org.tr/tr/pub/tebd/issue/26138/275287
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  • Toytok, E. & Uçar, L. (2018). Okul yöneticilerinin kullandıkları güç türleri ve örgütsel depresyon: Bir ilişkisel tarama modeli [The Power Types that are Used by School Administrators and the Organizational Depression: A Corrrelational Screening Model]. Ekev Journal 22(76). http://www.ekevakademi.org/Makaleler/1743889194_06%20Esef%20Hakan%20TOYTOK-Leyla%20UCAR.pdf
  • Wang, Y. (2015). Examining organizational citizenship behavior of Japanese employees: A multidimensional analysis of the relationship to organizational commit- ment. International Journal of Human Resource Management, 26(4), 425–444, http://dx.doi.org/10.1080/09 585192.2011.560882
  • Wei, Yu-Chen , Han, Tzu-Shian & Hsu, I-Chieh(2010). High-performance HR practices and OCB: Aacross-level investigation of a causal path', The International Journal of Human Resource Management, 21(10), 1631-1648, Doi; 10.1080/09585192.2010. 500487 Yıldız, B. & Yıldız, H. (2015). The effect of servant leadership on psychological ownership: The moderator role of perceived organizational support. Journal of Global Strategic Management 9(2), 65-77.
  • Yılmaz, F. (2009). Eğitim örgütlerinde örgüt kültürünün öğretmenlerin ı̇ş motivasyonu üzerindeki etkisi (Yayımlanmamıi yüksek lisans tezi). [Effects of organizational culture in educational organizations on teachers' job motivation]. Selçuk University, Konya. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Yılmaz, K., & Altınkurt, Y. (2012). Okul yöneticilerinin kullandıkları güç kaynakları ile öğretmenlerin iş doyumu arasındaki ilişki [Relationship between school administrators’ power sources and teachers’ job satisfaction]. Journal of Kastamonu Education Faculty, 20(2), 385-402. https://dergipark.org.tr/tr/pub/kefdergi/issue/48697/619533
  • Zhang, A. Y., Song, L. J., Tsui, A. S., & Fu, P. P. 2014. Employee responses to employment- relationship practices: The role of psychological empowerment and traditionality. Journal of Organizational Behavior, 35(6), 809–830.
  • Zohar, D. & Luria, G. (2004). Climate as a social-cognitive construction of supervisory safety practices: Scripts as Proxy of behaviour patterns. Journal of Applied Psychology, 89(2), 322-333.
Toplam 113 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Eğitim Bilimleri ve Alan Eğitimi Bilimleri
Yazarlar

Pınar Mert 0000-0003-3633-7556

Mustafa Özgenel 0000-0002-7276-4865

Yayımlanma Tarihi 25 Eylül 2020
Yayımlandığı Sayı Yıl 2020Cilt: 11 Sayı: 2

Kaynak Göster

APA Mert, P., & Özgenel, M. (2020). Relationships Between Power Sources, Psychological Empowerment, School Culture and Psychological Climate: A Structural Equation Modeling. E-Uluslararası Eğitim Araştırmaları Dergisi, 11(2), 68-91. https://doi.org/10.19160/ijer.751727

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