School culture as predictor of teachers’ attitudes towards professional development: mediating role of organizational trust

Download

index.pdf

Date

2016

Author

Ergin Kocatürk, Hatice

Metadata

Show full item record

Item Usage Stats

281
views

138
downloads

Behaviors and attitudes of individuals cannot be thought separately from their groups or organizations. Each group or organization has a distinctive group culture which predicts values, norms, aims, attitudes and behaviors of group members. Within this respect, schools like any other organizations have cultures that stand for the organizational identity. The main purpose of this study is to investigate whether school culture predicts teachers’ professional development attitudes and whether teachers’ trust in their educational organization they are currently working at mediates this relationship. The study was conducted with randomly chosen 664 teachers working at state schools in İstanbul. Within this respect, participants were asked to complete School Culture Inventory, Organizational Trust Scale and Teachers’ Professional Development Attitudes Scale. To analyze the data, SPSS 22.0 and AMOS 18.0 statistical software programs were used. Findings of the study revealed that school culture that teachers perceive predicts their attitudes towards professional development significantly and their trust in their organization mediates this prediction partially. Also, five factors of School Culture Inventory, Teachers Collaboration, Collegial Support, Learning Partnership, Professional Development and Unity of Purpose, has indirect relationships with professional development attitudes of participants through factors of Organizational Trust, Trust in Principal, Trust in Colleagues, Trust in Stakeholders.

Subject Keywords

Education, Secondary., Teachers, Teachers, Organizational behavior., Organizational sociology.

URI

http://etd.lib.metu.edu.tr/upload/12620655/index.pdf
https://hdl.handle.net/11511/26201

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Does focus of organizational identity moderate the relationship between norm conflict and dissent to norms? Koçak, Özde; Cingöz Ulu, Banu; Department of Psychology (2019) Prior studies suggested that dissenters were the weakly identified members in groups. On the contrary, more recent studies are challenging this view; for example, according to Packer (2008) highly identified members when faced with norm conflict, tend to dissent for the collective good. He claims that dissent is explained by collective identification and norm conflict. His study also applies to organizations as well. There are also some studies claiming that not every highly identified member dissent. Inste...
Investigation of the relationship between teachers‟ readiness for organizational change and resilience Çalışkan, Ömer; Kondakçı, Yaşar; Department of Educational Sciences (2011) This study is designed to investigate the relationships between cognitive, emotional, and intentional readiness of teachers towards organizational change and their resilience traits. The main assumption of this study is that readiness of teachers towards organizational change might be associated with their resilience traits. The study aimed at finding a correlation between readiness for change and resilience traits. The sample for this study was composed of 691 teachers who were working at primary and secon...
Faculty Performance Improvement in Distance Education: Interventions for Performance Improvement (Part II) Kara, Mehmet; Yıldırım, Zahide (Wiley, 2020-07-01) The second part of this comprehensive systemic study aims to identify the required interventions to overcome the causes of faculty-performance deficiencies that were determined in the first part. The externality-tangibility (E-T) model of human performance guided the study to identify the needed interventions for faculty-performance improvement. Grounded-theory research design was used to develop the intervention model for faculty-performance improvement. The participants of the study consisted of all stake...
“Boys will be boys!”: Teachers’ Views on Bullying in Early Years Which Regard to Gender Differences Güvelioğlu, Elif; Erden, Feyza (2019-06-23) Problem Durumu Based on Bandura’s Social Learning Theory, what individuals observe in others and in the media becomes acceptable, or the norm behavior (Bandura, 1973). In addition to children’s learning from their peers, they also observe adults such as parents and t eachers to model pro-social or antisocial behaviors. Results of the study conducted by Werner, Senich, & Przepyszny (2006) showed that adults whom children interact at home and outside of home can influence bullying behavior. Additionally, Sh...
The Effect of organizational justice on turnover intention and the mediating role of emotional exhaustion: a study on educational institutions Güner, Berçin; Aşcıgil, Semra Feriha; Department of Business Administration (2016) Organizational effectiveness and organizational productivity are highly influenced by emotional exhaustion in a negative way. Relationships between organizational justice, emotional exhaustion and turnover intentions are the focus of this study. In this research, 205 teachers working in three central districts in Ankara comprised the sample. Individuals' organizational justice dimensions (procedural, distributive, interpersonal and informational) and how they influenced their desire to leave their jobs, whe...

Citation Formats

H. Ergin Kocatürk, “School culture as predictor of teachers’ attitudes towards professional development: mediating role of organizational trust,” M.S. - Master of Science, Middle East Technical University, 2016.