İlköğretim Okulu Öğretmenlerinin Örgütsel Kimlik Algıları ve Örgütsel Özdeşleşme Düzeyleri Arasındaki İlişkinin İncelenmesi

Abstract

In this study, it was aimed to determine the organizational identity perceptions and organizational identification levels of teachers working in primary schools and to investigate the relationship between these two variables. Sample of the study consists of 622 teachers working in central districts of Ankara province in 2018-2019 academic year. In this research, ‘‘Perceived Organizational Identity Scale’’ (POIS) and ‘‘Organizational Identification Scale” (OIS) were used. Arithmetic mean, standard deviation, t-test, Anova, LSD test, Pearson Correlation and Multiple Linear Regression analysis were used for data analysis. According to the results of the research, teachers' perceptions about organizational identity are positive. On the other hand, it was seen that teachers who have associate degree have more positive perceptions about “teacher’ and “environment” dimensions of organizational identity compared to teachers who have undergraduate and graduate education. It has been determined that teachers whose tenure of office is 1-5 years, have more positive perceptions about organizational identity in “management” and “teacher” dimensions compared to teachers whose tenure is 6-10 years, 11-15 years, 16 years and over. The identification levels of the teachers were found to be positive. It was found that teachers who have college education have higher identification level than teachers who have undergraduate and graduate education. The relationship between perceived organizational identity and identification was examined; it was observed that when teachers’ identity perceptions increased, their identification levels increased. In addition, it was found that some dimensions of perceived organizational identity as; “administration”, “teacher” and “environment” were significant predictors of organizational identification.