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Psikolojik Güçlendirme, Liderlik Uyumu ve Öğretmen Performansı İlişkisinde Örgütsel Bağlılığın Aracı Rolü

Year 2017, Volume: 16 Issue: 1, 0 - 0, 29.12.2016

MURAT Özdemir Safiye Çiğdem Gören

https://doi.org/10.17051/io.2017.21847

Abstract

Bu araştırmada okullarda liderlik ekibi uyumu ve psikolojik güçlendirme ile öğretmen performansı arasındaki ilişkide, örgütsel bağlılığın aracı rolü sorgulanmıştır. Bu amaçla Ankara ilinde bulunan okullarda görev yapan ve araştırmaya gönüllü olarak katılan 407 öğretmenin görüşüne başvurulmuştur. Katılımcılara ‘Liderlik Ekibi Uyumu’, ‘Psikolojik Güçlendirme’, ‘Örgütsel Bağlılık’ ve ‘İşgören Performansı’ ölçekleri uygulanmıştır. Araştırmada toplanan veriler betimsel istatistiklerin yanı sıra yol analizi ile analiz edilmiştir. Bulgular, okullarda liderlik ekibi arasındaki uyumun orta düzeyde olduğunu ortaya çıkartmıştır. Ayrıca katılımcıların psikolojik güçlendirme, örgütsel bağlılık ve performans puanları da orta düzeydedir. Araştırma değişkenleri arasında orta düzeyde, pozitif yönlü ve anlamlı ilişkiler saptanmıştır. Analizler liderlik ekibi uyumunun örgütsel bağlılığın anlamlı bir yordayıcısı olmadığını ortaya çıkartmıştır. Dolayısıyla liderlik ekibi uyumu ile performans arasında örgütsel bağlılığın aracı bir rolü yoktur. Son olarak örgütsel bağlılığın, psikolojik güçlendirme ile performans ilişkisinde ‘tam aracılık’ etkisine sahip olduğu saptanmıştır. 

References

  • 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.
  • Allen, N. J. & Grisaffe, D. B. (2001). Employee commitment to the organization and customer reactions: Mapping the linkages. Human Resource Management Review, 11 (3), 209-236.
  • Allen, N. J. & Meyer, J. P. (1990). The Measurement and antecedents of affective, continuance and normative commitment to the organization.
  • Journal of Occupational & Organizational Psychology, 63 (1), 18-38.
  • Avolio, B J., Zhu, W., Koh, W. & Bhatia, P. (2004). Transformational leadership and organizational commitment: mediating role of psychological empowerment and moderating role. Journal of Organizational Behavior, 25, 951-968.
  • Aydın, A., Sarıer, Y. & Uysal, Ş. (2013). The effect of school principals’ styles on teachers’ organizational commitment and job satisfaction. Educational Sciences: Theory & Practice, 13(2), 806-811.
  • Balcı, A. (2005). Sosyal Bilimlerde Araştırma. Ankara: Pegem
  • Baloğlu, N. (2011). Dağıtımcı liderlik: okullarda dikkate alınması gereken bir liderlik yaklaşımı. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 127-148.
  • Barrick, M. R. & Mount, M. K. (1991). The big five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44(1), 1-26.
  • Barutçugil, İ. (2004). Stratejik İnsan Kaynakları Yönetimi. İstanbul: Kariyer Yayıncılık.
  • Bossert, S. T., Dwyer, D. C., Rowan, B. & Lee, G. V. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18, 34-64.
  • Chen, Z. X. & Francesco, A. M. (2003). The relationship between the three components of commitment and employee performance in China. Journal of Vocational Behavior, 62 (3), 490 516.
  • Chiang, C. F. & Hsieh, T. S. (2012). The impacts of perceived organizational support and psychological empowerment on job performance: The mediating effects of organizational citizenship behavior. International Journal of Hospitality Management, 31, 180-190.
  • Çöl, G. (2008). Algılanan güçlendirmenin işgören performansı üzerindeki etkileri. Doğuş Üniversitesi Dergisi, 9(1), 35-46.
  • Dierendonck, D. V. & Jacobs, G. (2012). Survivors and victims, a meta-analytical review of fairness and organizational commitment after downsizing. British Journal of Management, 23(1), 96-109.
  • Dvir, T., Eden, D., Avolio, B. & Shamir, B. (2002). Impact of transformational leadership on follower development and performance: A field experiment. Academy of Management Journal, 45(4), 735-744.
  • Efeoğlu, İ. E. (2006). İş-aile yaşam çatışmasının iş stresi iş doyumu ve örgütsel bağlılık üzerindeki etkileri: İlaç sektöründe bir çalışma. Yayınlanmamış Doktora Tezi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü.
  • Gang, W., Oh, I-S, Courtright, S. H. & Colbert, A. (2011). Transformational leadership and performance across criteria and levels: A meta-analytic review of 25 years of research. Group & Organization Management, 36(2), 223-270.
  • Gronn, P. (2002). Distributed leadership as a unit of analysis. The leadership Quarterly, 13, 423-451.
  • Hallinger, P. & Heck, R. H. (1998). Exploring the principals’ contribution to school effectiveness: 1980-1995. School Effectiveness and School Improvement, 9(2), 157-191.
  • Harris, A., Leithwood, K., Day, C., Sammons, P. & Hopkins, D. (2007). Distributed leadership and organizational change: Reviewing the evidence. Journal of Educational Change, 8, 337-347.
  • Hackman, J. R. & Oldham, G. R. (1975). Development of job diagnostic survey. Journal of Applied Psychology, 60, 159-170.
  • Holmbeck, G. N. (1997). Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators: Examples from the child-clinical and pediatric psychology literatures. Journal of Counting and Clinical Psychology, 65(4), 599-610.
  • Hulpia, H., Devos, G. & Rosseel, Y. (2009). Development and validation of scores on the distributed leadership inventory. Educational and Psychological Measurement, 69(6), 1013-1034.
  • Hulpia, H., Devos, G. & Keer, H. V. (2011). The relation between school leadership from a distributed perspective and teachers’ organizational commitment: Examining the source of the leadership function. Educational Administration Quarterly, 47(5), 728-771.
  • Jha, S. (2011) Influence of psychological empowerment on affective, normative and continuance commitment: A study in the Indian IT industry. Journal of Indian Business Research, 3(4), 263 – 282.
  • Joo, B. K. & Shim, J. H. (2010). Psychological empowerment and organizational commitment: the moderating effect of organizational learning culture. Human Resource Development International, 13(4), 425-441.
  • Judge, T. A., Bono, J. E., Thoresen, C. J. & Patton, G. K. (2001). The job satisfaction–job performance relationship: A qualitative and quantitative review. Psychologocial Bullettin, 127(3), 376-407.
  • Judge, T. A. & Piccolo, R. F. (2004). Transformational and transactional leadership: A meta-analytic test of their relative value. Journal of Applied Psychology, 89(5), 755-768.
  • Riketta, M. (2002), Attitudinal organizational commitment and job performance: a meta-analysis. Journal of Organizational Behavior, 23, 257–266. doi: 10.1002/job.141
  • Kirkman, B. L. & Rosen, B. 1999. Beyond self-management: The antecedents and consequences of team empowerment. Academy of Management Journal, 42, 58 –74.
  • McMahon, B. (2007). Organizational commitment, relationship commitment and their association with attachment style and locus of control. Unpublished Master Thesis. Georgia Institute of Technology, USA: Atlanta.
  • Meyer, J. P. & Allen, N. J. (1991). A tree-component conceptualitazation of organizational commitment. Human Resource Management Review, 1, 61-89.
  • Mowday, R. T., Steers, R. M. & Porter, L. W. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14, 224-247.
  • Ostroff, C. (1992). The relationship between satisfaction, attitudes, and performance: An organizational level analysis. Journal of Applied Psychology, 77(6), 963-974. http://dx.doi.org/10.1037/0021-9010.77.6.963
  • Özdemir, M. (2012). Dağıtımcı liderlik envanterinin Türkçe uyarlaması: Geçerlik ve güvenirlik çalışmaları. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 18(4), 575-598.
  • Özdemir, M. (2014). Eğitim örgütlerinde insan kaynakları yönetimi. Ankara: Anı.
  • Robbins, S. (1998). Organisational behaviour: Concepts, controversies and applications. 8th ed. New Jersey: Prentice Hall.
  • Schmitt, F. L., Goodling R. Z., Noe, R. A. & Kirsch, A. (1984). Meta-analysis of validity studies published between 1964 and 1982 and the investigation of study characteristics. Personnel Psychology, 37, 407-421.
  • Sigler, T. H. & Pearson, C. M. (2000). Creating an empowering culture: examining the relationship between organizational culture and perceptions of empowerment. Journal of Quality Management, 5, 27-52.
  • Sobel, M. E. (1982). Asymptotic intervals for indirect effects in structural equations models. S. Leinhart, (Ed.), Sociological methodology 1982 içinde (290-312). San Francisco, CA: Jossey-Bass.
  • Spillane, J. (2005). Distributed leadership. The Educational Forum, 69(2), 143- 150.
  • Spreitzer, G.M. (1995). Psychological empowerment in the workplace: Dimensions, measurement, and validation. The Academy of Management Journal, 38(5), 1442-1465.
  • Sürgevil, O., Tolay, E. ve Topoyan, M. (2013). Yapısal güçlendirme ve psikolojik güçlendirme ölçeklerinin geçerlik ve güvenirlik analizleri. Journal of Yaşar University, 8(31), 5371-5391.
  • Taktaz, B., Shaabani, S., Kheyri, A. & Rahemipoor, M. (2012). The relation between psychological empowerment and performance of employees. Singaporean Journal of Business Economics, and Management Studies, 1(5), 19-26.
  • Tolentino, R. C. (2013). Organizational commitment and job performance of the academic and administrative personnel. International Journal of Information Technology and Business Management, 15(1), 51-59.
  • Quinones, M. A., Ford, J. K. & Teachout, M. S. (1995). The relationship between work experince and job performance: A conceptual and meta-analytic review. Personnel Psychology, 48, 887-910. doi: 10.1111/j.1744-6570.1995.tb01785.x
  • Wasti, A. S. (1999). Organizational commitment in a collectivist culture: The Case of Turkey (Unpublished Dissertation). Urban-Illionis, University of Illionis.
  • Witziers, B., Bosker, R. J. & Krüger, M. L. (2003). Educational leadership and student achievement: The elusive search for an association. Educational Administration Quarterly, 39(3), 398-425.
  • Wong, C. A. & Laschinger, H. K. S. (2012). Authentic leadership, performance, and job satisfaction: The mediating role of empowerment. Journal of Advenced Nursing, 69(4), 947-959.
  • Yeh, H. & Hong, D. (2012). The mediating effect of organizational commitment on leadership type and job peformance. The Journal of Human Resource and Adult Learning, 8(2), 50-59.

Year 2017, Volume: 16 Issue: 1, 0 - 0, 29.12.2016

MURAT Özdemir Safiye Çiğdem Gören

https://doi.org/10.17051/io.2017.21847

Abstract

References

  • 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.
  • Allen, N. J. & Grisaffe, D. B. (2001). Employee commitment to the organization and customer reactions: Mapping the linkages. Human Resource Management Review, 11 (3), 209-236.
  • Allen, N. J. & Meyer, J. P. (1990). The Measurement and antecedents of affective, continuance and normative commitment to the organization.
  • Journal of Occupational & Organizational Psychology, 63 (1), 18-38.
  • Avolio, B J., Zhu, W., Koh, W. & Bhatia, P. (2004). Transformational leadership and organizational commitment: mediating role of psychological empowerment and moderating role. Journal of Organizational Behavior, 25, 951-968.
  • Aydın, A., Sarıer, Y. & Uysal, Ş. (2013). The effect of school principals’ styles on teachers’ organizational commitment and job satisfaction. Educational Sciences: Theory & Practice, 13(2), 806-811.
  • Balcı, A. (2005). Sosyal Bilimlerde Araştırma. Ankara: Pegem
  • Baloğlu, N. (2011). Dağıtımcı liderlik: okullarda dikkate alınması gereken bir liderlik yaklaşımı. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 127-148.
  • Barrick, M. R. & Mount, M. K. (1991). The big five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44(1), 1-26.
  • Barutçugil, İ. (2004). Stratejik İnsan Kaynakları Yönetimi. İstanbul: Kariyer Yayıncılık.
  • Bossert, S. T., Dwyer, D. C., Rowan, B. & Lee, G. V. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18, 34-64.
  • Chen, Z. X. & Francesco, A. M. (2003). The relationship between the three components of commitment and employee performance in China. Journal of Vocational Behavior, 62 (3), 490 516.
  • Chiang, C. F. & Hsieh, T. S. (2012). The impacts of perceived organizational support and psychological empowerment on job performance: The mediating effects of organizational citizenship behavior. International Journal of Hospitality Management, 31, 180-190.
  • Çöl, G. (2008). Algılanan güçlendirmenin işgören performansı üzerindeki etkileri. Doğuş Üniversitesi Dergisi, 9(1), 35-46.
  • Dierendonck, D. V. & Jacobs, G. (2012). Survivors and victims, a meta-analytical review of fairness and organizational commitment after downsizing. British Journal of Management, 23(1), 96-109.
  • Dvir, T., Eden, D., Avolio, B. & Shamir, B. (2002). Impact of transformational leadership on follower development and performance: A field experiment. Academy of Management Journal, 45(4), 735-744.
  • Efeoğlu, İ. E. (2006). İş-aile yaşam çatışmasının iş stresi iş doyumu ve örgütsel bağlılık üzerindeki etkileri: İlaç sektöründe bir çalışma. Yayınlanmamış Doktora Tezi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü.
  • Gang, W., Oh, I-S, Courtright, S. H. & Colbert, A. (2011). Transformational leadership and performance across criteria and levels: A meta-analytic review of 25 years of research. Group & Organization Management, 36(2), 223-270.
  • Gronn, P. (2002). Distributed leadership as a unit of analysis. The leadership Quarterly, 13, 423-451.
  • Hallinger, P. & Heck, R. H. (1998). Exploring the principals’ contribution to school effectiveness: 1980-1995. School Effectiveness and School Improvement, 9(2), 157-191.
  • Harris, A., Leithwood, K., Day, C., Sammons, P. & Hopkins, D. (2007). Distributed leadership and organizational change: Reviewing the evidence. Journal of Educational Change, 8, 337-347.
  • Hackman, J. R. & Oldham, G. R. (1975). Development of job diagnostic survey. Journal of Applied Psychology, 60, 159-170.
  • Holmbeck, G. N. (1997). Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators: Examples from the child-clinical and pediatric psychology literatures. Journal of Counting and Clinical Psychology, 65(4), 599-610.
  • Hulpia, H., Devos, G. & Rosseel, Y. (2009). Development and validation of scores on the distributed leadership inventory. Educational and Psychological Measurement, 69(6), 1013-1034.
  • Hulpia, H., Devos, G. & Keer, H. V. (2011). The relation between school leadership from a distributed perspective and teachers’ organizational commitment: Examining the source of the leadership function. Educational Administration Quarterly, 47(5), 728-771.
  • Jha, S. (2011) Influence of psychological empowerment on affective, normative and continuance commitment: A study in the Indian IT industry. Journal of Indian Business Research, 3(4), 263 – 282.
  • Joo, B. K. & Shim, J. H. (2010). Psychological empowerment and organizational commitment: the moderating effect of organizational learning culture. Human Resource Development International, 13(4), 425-441.
  • Judge, T. A., Bono, J. E., Thoresen, C. J. & Patton, G. K. (2001). The job satisfaction–job performance relationship: A qualitative and quantitative review. Psychologocial Bullettin, 127(3), 376-407.
  • Judge, T. A. & Piccolo, R. F. (2004). Transformational and transactional leadership: A meta-analytic test of their relative value. Journal of Applied Psychology, 89(5), 755-768.
  • Riketta, M. (2002), Attitudinal organizational commitment and job performance: a meta-analysis. Journal of Organizational Behavior, 23, 257–266. doi: 10.1002/job.141
  • Kirkman, B. L. & Rosen, B. 1999. Beyond self-management: The antecedents and consequences of team empowerment. Academy of Management Journal, 42, 58 –74.
  • McMahon, B. (2007). Organizational commitment, relationship commitment and their association with attachment style and locus of control. Unpublished Master Thesis. Georgia Institute of Technology, USA: Atlanta.
  • Meyer, J. P. & Allen, N. J. (1991). A tree-component conceptualitazation of organizational commitment. Human Resource Management Review, 1, 61-89.
  • Mowday, R. T., Steers, R. M. & Porter, L. W. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14, 224-247.
  • Ostroff, C. (1992). The relationship between satisfaction, attitudes, and performance: An organizational level analysis. Journal of Applied Psychology, 77(6), 963-974. http://dx.doi.org/10.1037/0021-9010.77.6.963
  • Özdemir, M. (2012). Dağıtımcı liderlik envanterinin Türkçe uyarlaması: Geçerlik ve güvenirlik çalışmaları. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 18(4), 575-598.
  • Özdemir, M. (2014). Eğitim örgütlerinde insan kaynakları yönetimi. Ankara: Anı.
  • Robbins, S. (1998). Organisational behaviour: Concepts, controversies and applications. 8th ed. New Jersey: Prentice Hall.
  • Schmitt, F. L., Goodling R. Z., Noe, R. A. & Kirsch, A. (1984). Meta-analysis of validity studies published between 1964 and 1982 and the investigation of study characteristics. Personnel Psychology, 37, 407-421.
  • Sigler, T. H. & Pearson, C. M. (2000). Creating an empowering culture: examining the relationship between organizational culture and perceptions of empowerment. Journal of Quality Management, 5, 27-52.
  • Sobel, M. E. (1982). Asymptotic intervals for indirect effects in structural equations models. S. Leinhart, (Ed.), Sociological methodology 1982 içinde (290-312). San Francisco, CA: Jossey-Bass.
  • Spillane, J. (2005). Distributed leadership. The Educational Forum, 69(2), 143- 150.
  • Spreitzer, G.M. (1995). Psychological empowerment in the workplace: Dimensions, measurement, and validation. The Academy of Management Journal, 38(5), 1442-1465.
  • Sürgevil, O., Tolay, E. ve Topoyan, M. (2013). Yapısal güçlendirme ve psikolojik güçlendirme ölçeklerinin geçerlik ve güvenirlik analizleri. Journal of Yaşar University, 8(31), 5371-5391.
  • Taktaz, B., Shaabani, S., Kheyri, A. & Rahemipoor, M. (2012). The relation between psychological empowerment and performance of employees. Singaporean Journal of Business Economics, and Management Studies, 1(5), 19-26.
  • Tolentino, R. C. (2013). Organizational commitment and job performance of the academic and administrative personnel. International Journal of Information Technology and Business Management, 15(1), 51-59.
  • Quinones, M. A., Ford, J. K. & Teachout, M. S. (1995). The relationship between work experince and job performance: A conceptual and meta-analytic review. Personnel Psychology, 48, 887-910. doi: 10.1111/j.1744-6570.1995.tb01785.x
  • Wasti, A. S. (1999). Organizational commitment in a collectivist culture: The Case of Turkey (Unpublished Dissertation). Urban-Illionis, University of Illionis.
  • Witziers, B., Bosker, R. J. & Krüger, M. L. (2003). Educational leadership and student achievement: The elusive search for an association. Educational Administration Quarterly, 39(3), 398-425.
  • Wong, C. A. & Laschinger, H. K. S. (2012). Authentic leadership, performance, and job satisfaction: The mediating role of empowerment. Journal of Advenced Nursing, 69(4), 947-959.
  • Yeh, H. & Hong, D. (2012). The mediating effect of organizational commitment on leadership type and job peformance. The Journal of Human Resource and Adult Learning, 8(2), 50-59.
There are 51 citations in total.

Details

Journal Section Araştırma Articlesi
Authors

MURAT Özdemir

Safiye Çiğdem Gören

Publication Date December 29, 2016
Published in Issue Year 2017 Volume: 16 Issue: 1

Cite

APA Özdemir, M., & Gören, S. Ç. (2016). Psikolojik Güçlendirme, Liderlik Uyumu ve Öğretmen Performansı İlişkisinde Örgütsel Bağlılığın Aracı Rolü. İlköğretim Online, 16(1). https://doi.org/10.17051/io.2017.21847
AMA Özdemir M, Gören SÇ. Psikolojik Güçlendirme, Liderlik Uyumu ve Öğretmen Performansı İlişkisinde Örgütsel Bağlılığın Aracı Rolü. EEO. December 2016;16(1). doi:10.17051/io.2017.21847
Chicago Özdemir, MURAT, and Safiye Çiğdem Gören. “Psikolojik Güçlendirme, Liderlik Uyumu Ve Öğretmen Performansı İlişkisinde Örgütsel Bağlılığın Aracı Rolü”. İlköğretim Online 16, no. 1 (December 2016). https://doi.org/10.17051/io.2017.21847.
EndNote Özdemir M, Gören SÇ (December 1, 2016) Psikolojik Güçlendirme, Liderlik Uyumu ve Öğretmen Performansı İlişkisinde Örgütsel Bağlılığın Aracı Rolü. İlköğretim Online 16 1
IEEE M. Özdemir and S. Ç. Gören, “Psikolojik Güçlendirme, Liderlik Uyumu ve Öğretmen Performansı İlişkisinde Örgütsel Bağlılığın Aracı Rolü”, EEO, vol. 16, no. 1, 2016, doi: 10.17051/io.2017.21847.
ISNAD Özdemir, MURAT - Gören, Safiye Çiğdem. “Psikolojik Güçlendirme, Liderlik Uyumu Ve Öğretmen Performansı İlişkisinde Örgütsel Bağlılığın Aracı Rolü”. İlköğretim Online 16/1 (December 2016). https://doi.org/10.17051/io.2017.21847.
JAMA Özdemir M, Gören SÇ. Psikolojik Güçlendirme, Liderlik Uyumu ve Öğretmen Performansı İlişkisinde Örgütsel Bağlılığın Aracı Rolü. EEO. 2016;16. doi:10.17051/io.2017.21847.
MLA Özdemir, MURAT and Safiye Çiğdem Gören. “Psikolojik Güçlendirme, Liderlik Uyumu Ve Öğretmen Performansı İlişkisinde Örgütsel Bağlılığın Aracı Rolü”. İlköğretim Online, vol. 16, no. 1, 2016, doi:10.17051/io.2017.21847.
Vancouver Özdemir M, Gören SÇ. Psikolojik Güçlendirme, Liderlik Uyumu ve Öğretmen Performansı İlişkisinde Örgütsel Bağlılığın Aracı Rolü. EEO. 2016;16(1).