School Culture as a Predictor of Teachers’ Alienation at Schools

Korumaz M., Kılıç G. N., Kocabaş İ.

International Online Journal of Educational Sciences, cilt.12, sa.3, ss.46-62, 2020 (Hakemli Dergi)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 12 Sayı: 3
  • Basım Tarihi: 2020
  • Dergi Adı: International Online Journal of Educational Sciences
  • Derginin Tarandığı İndeksler: IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Sayfa Sayıları: ss.46-62
  • Yıldız Teknik Üniversitesi Adresli: Evet

Özet

This research aims to reveal the relationship between teachers' perceptions of alienation at schools and in terms of weakness, meaninglessness, isolation and alienation at schools, their perceptions of school culture with support, success, bureaucratic and task culture. The research employed correlational design which is one of the quantitative research approaches. The sample of the research consists of 481 teachers determined by random sampling method. Research data were obtained by using the 'Work Alienation Scale' and 'School Culture Scale'. While analyzing the data, linear correlation and multiple regression analyzes were used. The data obtained as a result of the research were examined, it was concluded that there was a significant relationship between teachers' alienation levels and school culture. Success, support and duty culture, which are the sub-dimensions of school culture, predicts the level of weakness, meaninglessness and isolation, which are the sub-dimensions of alienation at school. Bureaucratic culture, which is the sub-dimension of school culture, predicts the level of weakness, meaninglessness and isolation of alienation at school. According to the results of the research, it is possible to state that strengthening the school culture will decrease the alienation levels of teachers at schools.