The Relationship between Self-Sabotage and Organizational Climate of Schools

Autor/inn/en	Sertel, Gülsüm; Tanriögen, Zeynep Meral
Titel	The Relationship between Self-Sabotage and Organizational Climate of Schools
Quelle	In: Educational Research and Reviews, 14 (2019) 15, S.541-550 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Educational Environment; Self Destructive Behavior; Correlation; Teacher Attitudes; Administrator Attitudes; Foreign Countries; Organizational Climate; Trust (Psychology); Friendship; Public Schools; Elementary School Teachers; Secondary School Teachers; Teacher Administrator Relationship; Leadership Effectiveness; Participative Decision Making; Turkey + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self destrucive behaviour; Selbstzerstörung; Korrelation; Lehrerverhalten; Ausland; Organisationsklima; Freundschaft; Public school; Öffentliche Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Führungseffizienz; Türkei
Abstract	This study aimed to determine the relationship between self-sabotage behaviours of school administrators and teachers and their perceptions of organizational climate in schools. In the present study, "correlational screening model" which is a quantitative research method was used. A sample consisting of 1204 teachers and 166 administrators working in 74 Turkish schools was selected through stratified cluster sampling method to carry out this study. In order to measure self-sabotage levels of teachers and administrators, "The Self-Handicapping Scale" and "School Climate Scale" were conducted as data collection tools. "Pearson Product Moment Correlation" (PPMC) was used to investigate the relationship between self-sabotage and organizational climate in schools and "Multiple Linear Regression Analysis" was used to find out to what extent organizational climate predicts the self-sabotage. It was found out that self-sabotage and organizational climate in schools and all of its sub-dimensions were negatively correlated at a low level. As a result of the regression analysis, it was revealed that the collaboration sub-dimension of the school climate was an important predictor of self-sabotage. According to results of this study, it is recommended that there should be an increase in positive perception in the organizational climate of educational institutions and effective communication between employees as this will create respect, trust, sincerity, friendship and reduce self-sabotage among administrators and teachers. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01