Örgütsel Zekâ Düzeyinin Öğretmenlerin Yenilikçi Çalışma Davranışları Üzerindeki Etkisi

Abstract

This study aimed at determining schools’ organizational intelligence and teachers innovative work behavior levels, whether there was a difference in terms of various variables (gender, age, education level, branch, professional seniority, tenure at school, and the type of the school) and schools’ organizational intelligence levels, the relationship between schools’ organizational intelligence levels and teachers’ innovative work behaviors, and whether school’s organizational intelligence levels predicted teachers’ innovative work behaviors. This study was carried out with 328 teachers working in public secondary schools and Imam Hatip secondary schools in the Sincan district of Ankara in the 2020-2021 academic year. The data was collected by using the “Multidimensional Organizational Intelligence Scale” developed by Erçetin, Potas, and Açıkalın (2001, 2004, 2007, 2009, 2010, 2015, 2017, 2019), “Innovative Work Behavior Scale” developed by Dorenbosch, Engen, and Verhagen (2005), and a personal information form. It was determined that the organizational intelligence of the schools where teachers worked was at a high level and the teachers’ opinions showed statistically significant differences according to the gender and professional seniority variables. However, it was seen that the teachers exhibited innovative work behaviors at a high level and the opinions of the teachers differed statistically according to gender, professional seniority, branch, and the type of school they worked in. There was a positive and significant relationship between the organizational intelligence levels of the schools where teachers worked in and the innovative work behavior levels. It was also determined that the organizational intelligence level of schools predicted teachers’ innovative work behaviors.