Multiple Structures of Teachers’ Organization Identities and Their Analysis in terms of Some Variables
Cemaloğlu, N., Atmaca, T., & Kezer, A.
Abstract:
The aim of this study is to examine multiple structure of organizational identification in the sample of teachers in Turkey in terms of some variables. The universe of the study is composed of teachers working in 81 provinces of Turkey. In the study, simple random sampling method was used and 600 primary school and secondary school teachers from Kastamonu, Düzce, Zonguldak, Ankara, Adana, Kocaeli and Istanbul provinces. Out of 600 questionnaires 20 of them were excluded from the study as they were not filled in according to the instructions and statistical analyses were conducted on data from 580 questionnaires. The study data were analyzed using frequency, percentage, arithmetic mean, independent sample t-test and one –way Anova technique. As a result of the study, it was determined that teachers have high level of perceptions with regard to personal self-respect and emotional professional identification, they have low perception with regard to classifying themselves as teachers, evaluative identification, team membership and team identification. It was also revealed that while female teachers’ perceptions with regard to personal self-respect subdimension was higher compared to male teachers, male teachers were found to classify themselves as teachers more compared to female teachers. It was found that perceptions of married teachers in personal self-respect, regarding oneself as teacher and team membership sub-dimensions were higher compared to single teachers and young teachers had lower levels of personal self-respect, classifying themselves as teachers and team membership perceptions were lower compared to elderly teachers. It was determined that teachers with shorter length of service had lower levels of personal self-respect perceptions compared to teachers with longer length of service and that perceptions of the teachers with shorter working period in the same school with regard to classifying themselves as teachers and team identification dimensions were lower compared to other teacher who had been working in the same school for longer periods of time. It was seen that teachers working in the same school for longer periods of time had lower perceptions with regard to team membership compared to those with shorter length of service. It was found that there was not any differentiation between teachers’ perceptions of the dimensions of organizational identification.
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APA citation
- Cemaloğlu, N., Atmaca, T., & Kezer, A. (2013). Multiple Structures of Teachers’ Organization Identities and Their Analysis in terms of Some Variables. International Journal of Teaching and Education, 1(1), 63–83.