Araştırma Makalesi
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Yıl 2023, Cilt: 9 Sayı: 1, 25 - 40, 30.06.2023
https://doi.org/10.25233/ijlel.1300816

Öz

Kaynakça

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Always Full Performance! The Relationship between Burnout, Organizational Commitment and Job Performance in School Administrators

Yıl 2023, Cilt: 9 Sayı: 1, 25 - 40, 30.06.2023
https://doi.org/10.25233/ijlel.1300816

Öz

In this study, the job performance of school administrators, a significant factor of school effectiveness, was discussed. Accordingly, the aim of the survey is to examine the relationship between burnout, commitment to school and the job performance of school administrators. 320 school administrators working in public schools in Turkey participated in the research. In the research, causal comparative design and correlational survey model, which are among the quantitative research methods, were used. The data of the study were collected using the "Burnout Measure", "Organizational Commitment Scale" and "Job Performance Scale". Descriptive and evidential statistics techniques were used in the analysis of the data. As a result of the research, it was determined that especially the job performances were at a very high level according to the perceptions of school administrators. School administrators' level of burnout was found to be low despite their medium level of commitment to school. A negative and very weak correlation was found between school administrators' burnout and their organizational commitment. When analyzed in terms of demographic variables, the job performance of the principals was higher than that of the assistant principals. Burnout of assistant principals was found to be higher than that of principals. In addition, it was revealed that female school administrators' burnout was higher than that of male school administrators. Demographic variables did not make a significant difference on the organizational commitment of school administrators. In the study, it was also founded that the burnout of school administrators and the continuance commitment dimension of their organizational commitment to their schools are significant predictors of their job performance. Recommendations were made in the light of relevant findings and literature.

Kaynakça

  • Açıkalın, A. (1998). Teknik ve toplumsal yönleriyle okul yöneticiliği [School administration with its technical and social aspects]. Pegem A Pub.
  • Adeyemi, T. O. (2011). Principals’ leadership styles and teachers’ job performance in senior secondary schools in Ondo State, Nigeria. Current Research Journal of Economic Theory, 3(3), 84–92.
  • Akcakoca, A. & Bilgin, K. U. (2016). Okul müdürlerinin liderlik stilleri ve öğretmen performansı [Leadership styles of school principals and teacher performance]. The Journal of Contemporary Administrative Sciences, 3(2), 1-23. https://dergipark.org.tr/en/pub/cybd/issue/34551/381719
  • Aksanaklu, P. & İnandı, Y. (2018). Okul yöneticilerinin örgütsel bağlılıkları ile tükenmişlik düzeyleri arasındaki ilişkinin incelenmesi [Examining the relationship between school administrators' organizational commitment and burnout levels]. Mersin University Journal of the Faculty of Education, 14(3), 937-955. https://doi.org/10.17860/mersinefd.469769
  • Aktaş, A. & Özgenel, M. (2020). Okul müdürlerinin liderlik stillerinin öğretmen performansına etkisi [The effect of school principals' leadership styles on teacher performance]. International Journal of Leadership Studies: Theory and Practice, 3(2), 1-18. https://dergipark.org.tr/en/pub/ijls/issue/56102/721883
  • Alkan, E. (2022). Okul müdürlerinin çatışma yönetimi stilleri ile öğretmen performansı ve okul mutluluğu arasındaki ilişki [The relationship between school principals' conflict management styles, teacher performance and school happiness]. [ Unpublished Master Thesis]. İstanbul Sabahattin Zaim University.
  • Allen, N. J. & Meyer, J. P. (1990). Organizational socialization tactics: A longitudinal analysis of links to newcomers’ commitment and role orientation. Academy of Management Journal, 33(4), 847-858. Babaoğlan, E. (2006). İlköğretim müdürlerinde tükenmişlik [Burnout in primary school principals]. [Unpublished PhD Thesis].Abant İzzet Baysal Üniversitesi.
  • Bafadal, I. Nurabadi, A. Soepriyanto, Y. & Gunawan, I. (2020). Primary school principal performance measurement. Advances in Social Science, Education and Humanities Research, 487(Ecpe), 19–23. https://doi.org/10.2991/assehr.k.201112.004
  • Baltacı, A. (2017). İş yükü ve performans arasındaki ilişkiler: Ampirik bir araştırma [Relationships between workload and performance: An empirical research]. Journal of Social Sciences Institute, 3(1), 101-121. Bandura, A. (1997). Self-efficacy: the exercise of control. Freeman.
  • Barutçugil, İ. (2002). Performans yönetimi [Performance management]. Kariyer Pub.
  • Başol, G. & Altay, M. (2009). Eğitim yöneticisi ve öğretmenlerin mesleki tükenmişlik düzeylerinin incelenmesi [Investigation of professional burnout levels of education administrators and teachers]. Educational Management in Theory and Practice, 15(58), 191-216. https://dergipark.org.tr/tr/download/article-file/108262
  • Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37(5), 662–683. https://doi.org/10.1177/00131610121969460
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  • Motowidlo, S. J. & Kell, H. J. (2013). Job performance. In handbook of psychology: industrial and organizational psychology; John Wiley & Sons Inc.: Hoboken, 12, 82–103.
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  • Neumann, Y. & Finaly-Neumann, E. (1991). Determinants and correlates of faculty burn-out in US research universities. Journal of Educational Administration, 29(3), 80-92.
  • Obama, M. O. Eunice, L. A. & Orodho, J. A. (2016). Principals’ leadership style and students’ academic performance in public secondary schools in HomaBay County, Kenya. Research on Humanities and Social Sciences, 6(7), 1-8. https://core.ac.uk/reader/234675000
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  • Özel, Ş. Kaya, A. Ekinci, A. & Yılmaz, O. (2023). Okul müdürlerin iletişim becerilerinin öğretmen performans düzeylerine etkisi: öğretmenlik mesleğine adanmışlık aracılık rolü [The effect of school principals' communication skills on teacher performance levels: the mediating role of commitment to the teaching profession]. National Journal of Education, 3(2), 374–384.https://doi.org/10.5281/zenodo.7691394
  • Özen, Ş. (1984). Örgütsel araştırmalardaki sosyal beğenirlik etkisinin Türk toplumsal ve bürokratik kültürü bağlamında incelenmesi [Examining the effect of social desirability in organizational research in the context of Turkish social and bureaucratic culture]. https://www.academia.edu/18566438/
  • Park, V. & Datnow, A. (2022). Principals’ emotions in school improvement: the role of people, practices, policies, and patterns. School Leadership & Management, 42(3), 256-274. https://doi.org/10.1080/13632434.2022.2071863
  • Parveen, K. Quang, B. Tran P, Kumar, T. & Shah, A. H. (2022). Impact of principal leadership styles on teacher job performance: An empirical investigation. Front. Educ. 7, 1-12. https://doi.org/10.3389/feduc.2022.814159 Piko, B. F. (2006). Burnout, role conflict, job satisfaction and psychosocial health among Hungarian health care staff: A questionnaire survey. International Journal of Nursing Studies, 43(3), 311–318. https://doi.org/10.1016/j.ijnurstu.2005.05.003
  • Polat, S. Ercengiz, M. & Tetik, H. (2012). Öğretmenlerin mesleki tükenmişliklerinin farklı değişkenler açısından incelenmesi [Examination of teachers' professional burnout in terms of different variables]. Bartın University Journal of the Faculty of Education, 1,152-153.
  • Powell, D. M. & Meyer, J. P. (2004). Side-bet theory and the three-component model of organizational commitment. Journal of Vocational Behavior, 65(1), 157–177. https://doi.org/10.1016/S0001-8791(03)00050-2 Reichers, A. E. (1985). A review and reconceptualization of organizational commitment. Academy of Management Review, 10(3), 465-476.
  • Robbins, S. P. & Judge, T. A. (2013). Örgütsel davranış [Organizational behaviors]. Nobel Pub.
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  • Saiti, A. & Fassoulis, K. (2012). Job satisfaction: factor analysis of Greek primary school principals' perceptions. International Journal of Educational Management, 26(4), 370-380. https://doi.org/10.1108/09513541211227773
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  • Soysal, N. G. (2006). Yönetim bilgi sistemlerinin okul yöneticilerinin performansları üzerindeki etkileri [The effects of management information systems on the performance of school administrators]. [Unpublished Master Thesis]. Trakya University.
  • Starnes, B. J. & Truhon, S. (2006). A primer on organizational commitment. Human Development and Leadership Division. http://asqhdandl.org/index.html
  • Tsui, A. S. Nifadkar, S. S. & Ou, A.Y. (2007). Cross-national, cross-cultural organizational behavior research: Advances, gaps and recommendations. Journal of Management, 33, 426–478.
  • Tümkaya, S. Sabahattin, Ç. A. M. & Çavuşoğlu, I. (2009). Tükenmişlik ölçeği kısa versiyonu’nun Türkçe’ye uyarlama, geçerlik ve güvenirlik çalışması [The Turkish adaptation, validity and reliability study of the short version of the burnout scale]. Çukurova University Journal of Social Sciences Institute, 18(1), 387-398.
  • Uludağ, G. (2018). Örgütsel bağlılık ile işgören performansı ilişkisini incelemeye yönelik bir alan araştırması [A field study to examine the relationship between organizational commitment and employee performance]. Bitlis Eren University Journal of Social Sciences Institute, 7(1), 171-193.
  • Van Dick, R. Christ, O. Stellmacher, J. Wagner, U. Ahlswede, O. Grubba, C. & Tissington, P. A. (2004). Should I stay or should I go? Explaining turnover intentions with organizational identification and job satisfaction. British Journal of Management, 15(4), 351–360. https://doi.org/10.1111/j.1467-8551.2004.00424.x
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  • Yavuzkılıç, S. (2021). Bağımsız anaokullarında görev yapan okul öncesi öğretmenlerinin örgütsel bağlılıkları ile iş performansları arasındaki ilişki. [The relationship between the organizational commitment and job performance of preschool teachers working in independent kindergartens]. Adnan Menderes University Faculty of Education Journal of Educational Sciences, 12(1), 33-48. https://dergipark.org.tr/tr/pub/aduefebder/issue/63241/833606
Toplam 86 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Sevgi Yıldız 0000-0003-1116-7896

Sevda Katıtaş 0000-0003-3512-6677

Sibel Doğan 0000-0003-0687-203X

Erken Görünüm Tarihi 25 Haziran 2023
Yayımlanma Tarihi 30 Haziran 2023
Gönderilme Tarihi 22 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 9 Sayı: 1

Kaynak Göster

APA Yıldız, S., Katıtaş, S., & Doğan, S. (2023). Always Full Performance! The Relationship between Burnout, Organizational Commitment and Job Performance in School Administrators. International Journal on Lifelong Education and Leadership, 9(1), 25-40. https://doi.org/10.25233/ijlel.1300816