A Study on Teachers' Perceptions of Organizational Identity in Terms of Learning School

Autor/inn/en	Yilmaz, Ercan; Turgut, Mehmet
Titel	A Study on Teachers' Perceptions of Organizational Identity in Terms of Learning School
Quelle	In: International Journal of Contemporary Educational Research, 3 (2016) 1, S.25-33 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-3868
Schlagwörter	Teacher Attitudes; Public Schools; Foreign Countries; Correlation; Institutional Characteristics; Identification (Psychology); Values; Teamwork; Schemata (Cognition); Institutional Mission; World Views; Individual Development; Institutional Environment; Turkey + Suchen Sie Ihr Suchwort? Lehrerverhalten; Public school; Öffentliche Schule; Ausland; Korrelation; Wertbegriff; Cognition; Schema; Kognition; World view; Weltanschauung; Individuelle Entwicklung; Türkei
Abstract	The aim of this study was to investigate teachers' perceptions of organizational identity in terms of learning school. The data collection of the research consists of a total of 370 teachers who are chosen by random cluster sampling from teachers working in public schools in Konya in 2016. Organizational Identity Perception Scale and Learning School Scale were used to collect data in this research. Data were analyzed by statistical methods. According to findings of the research, there is a significant relationship between teachers' perceptions of organizational identity and schools' quality of being learning school. It is seen that there is a positive significant relationship between identification, goal value sharing, communication, image sub dimensions of teachers organizational identity and team learning, mental models, shared vision, personal mastery sub-dimensions of learning school. (As Provided).
Anmerkungen	International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01