Research Article
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Year 2020, Volume: 7 Issue: 3, 1 - 20, 01.12.2020
https://doi.org/10.17275/per.20.32.7.3

Abstract

References

  • Abraham, R. (2000). Organizational cynicism, bases consequences genetic. Social and General Psychology Monographs, 126(3), 269-292.
  • Acar, F. M. (2016). Investigation of the burnout and the job satisfaction levels of pre-school teachers in terms of different variables. (Unpublished master dissertation). Cag University, Mersin, Turkey.
  • Ada, S. (2014). Okul yönetiminde personel eğitim ve işletmecilikle ilgili işler [Staff education and business affairs in school management]. In, Vehbi Çelik (Ed.), Türk Eğitim Sistemi ve Okul Yönetimi [Turkish Education System and School Management] (pp. 143-180). Ankara: Pegem Publ.
  • Ada, S., Akan, D., Ayik, A., Yildirim, İ. & Yalcin, S. (2013). Motivation factors of teachers. Atatürk University Journal of Graduate School of Social Sciences, 17(3), 151-166.
  • Afzal, S., Arshad, M., Saleem, S. & Farooq, Ö. (2019). The impact of perceived supervisor support on employees’ turnover intention and task performance: mediation of selfefficacy. Journal of Management Development, https://doi.org/10.1108/JMD-03-2019-0076
  • Alanoglu, M. (2019). Analysis of the relationships between perceived school principal management styles and teachers' participation in decision making, organizational justice, job satisfaction and burnout perceptions. (Unpublished doctoral dissertation). Firat University, Elazıg, Turkey.
  • Amasrali, A. & Aslan, H. (2017). The relationship between organizational cynicism and burnout levels of secondary school and high school mathematics teachers. Mehmet Akif Ersoy University Journal of Education Faculty, 43, 64-92.
  • Andersson, M. L. (1996). Employee cynicism: An examination using a contract violation framework. Sage Journals, 49(11), 1395-1418.
  • Argon, T. (2014). Supporting human resources in educational institutions: teacher views on administrator support. Journal of Human Sciences, 11(2), 691-729.
  • Atik, S., Demirtas, H. & Aksoy, M. (2019). The mediating effect of the trust of managers in teachers in the relation between manager support and organizational justice. Journal of Teacher Education and Educators, 8 (3), 265-280.
  • Babin Barry, J. & Boles James, S. B. (1996). The effects of per¬ceived co-worker involvement and supervisor support on service provider role stress, perfor¬mance and job satisfaction. Journal of Retailing, 72 (1), 60.
  • Bal, E. A. (2009). Bir pozitif psikoloji kavramı olarak işe gönülden adanma ve insan kaynakları açısından önemi [Dedication to work as a positive psychology concept and its importance for human resources]. 17. National Management and Organization Congress (21-23 May, Eskisehir, Turkey) Full Text Book, 546-552.
  • Balci, A. (2011). Etkili okul ve okul geliştirme kuram uygulama ve araştırma [Effective school and school development theory practice and research]. Ankara: Pegem Publ.
  • Bilgic, A. M. (2018). Examining the relationship between devotion to the profession and intention to quit: An application at Adıyaman University. (Unpublished master dissertation).Hasan Kalyoncu University, Gaziantep, Turkey.
  • Bogler, R. (2002). Two profiles of school teachers: a discriminant analysis. Teaching and Teacher Education, 18(6), 665-673.
  • Brandes, P, Dharwadkar, R. & Dean, J. W. (1999). Does organizational cynicism matter? employee and supervisor perspectives on work outcomes. Eastern Academy of Management Proceedings, 150-153.
  • Byrne, B. M. (2013). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. New York: Psychology Press.
  • Can, N. (2004). Development of teachers and effective teacher behavior. Erciyes University Journal of the Social Sciences, 16(1), 103-119.
  • 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 (1), 180-190.
  • Cakmak Otluoglu, K. Ö. (2012). Protean and boundaryless career attitudes and organizational commitment: the effects of perceived supervisor support. Journal of Vocational Behaviour, 80, 638-646.
  • Dean, J. W., Brandes, P. & Dharwadker, R. (1998). Organizational cyncism. The Academy of Management Review, 23(2), 341-352.
  • Demirtas, Z. (2010). Teachers’ job satisfaction levels. Procedia Social and Behavioral Sciences, 9, 1069-1073.
  • Demirtas, Z. & Alanoglu, M. (2015). The relationship between participation in decisionmaking of teachers and job satisfaction. Ahi Evran University Journal of Kırsehir Faculty of Education 16(2), 83-100.
  • Dos, İ. (2013). Etkili okul ve yönetimi [Effective school and its management]. In, Niyazi Can (Ed.) Kuram ve Uygulamada Eğitim Yönetimi [Educational management in theory and practice] (pp. 217-264. Ankara: Pegem A Publ.
  • Dugguh, S. I. and Ayaga, D. (2014). Job satisfaction theories: traceability to employee performance in organizations. Journal of Business and Management, 16(5), 11-18.
  • Eisenberger, R., Stinglhamber, F., Vandenberghe, C., Sucharski, I. L., & Rhoades, L. (2002). Perceived supervisor support: Contributions to perceived organizational support and employee retention. Journal of Applied Psychology, 87, 565–573. https://doi.org/ck75qx
  • Emhan, A., Kula, S. & Töngür, A. (2013). Analysis of relationship among manager support, organizational commitment, organizational performance, and burnout with structural equation model: the case of government sector. Hacettepe University Journal of Economics and Administrative Sciences, 31(1). doi: 10.17065/huniibf.103655
  • Ercek, M. K. (2018). The effect of teachers’ school safety perceptions on organizational confidence and professional commitment in secondary schools. (Unpublished doctoral dissertation). Dicle University, Diyarbakir, Turkey.
  • Erturk, A., Keskinkilic Kara, S. B. & Zafer Gunes, D. (2016). Emotional labor and psychological well-being: perception of administrative support as a predictor Abant İzzet Baysal University Journal of Faculty of Education, 16(4), 1723-1744.
  • Evers, C. W., & Eacott, S. (Eds.). (2016). New directions in educational leadership theory. New York: Routledge, Taylor & Francis Group.
  • Guchiat, P., Paşamehmetoğlu, A, & Dawson, M. (2014). Perceived supervisor and co-worker support for error management: impact on perceived psychological safety and service recovery performance. International Journal of Hospitality Management, 41, 28-37.
  • Hackman, J. R. & Oldham, G. R. (1976). Motivation through the design of work: test of a theory. Organizational Behavior and Human Performance, 16(2), 250- 279.
  • Handsome, J. (2009). The relationship between leadership style and job satisfaction. (Unpublished doctoral dissertation). Walden University, Minnesota, USA.
  • Ho, C.L. & Au, W.T. (2006). Teaching satisfaction scale: measuring job satisfaction of teachers. Educational and Psychological Measurement, 66, 172-185.
  • Hoy, W. K. (2009). School effectiveness index (SE-Index). Retrieved from https://www.waynekhoy.com/schooleffectiveness/ on 21.01.2020
  • Hoy, W. K. ve Ferguson, J. (1985). A theoretical framework and exploration of organizational effectiveness in schools. Educational Administration Quarterly,21,117-134.
  • Hoy, W. K., Tarter, C. J. ve Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Beverly Hills, CA: Sage.
  • Hoy, W. K. & Miskel, C. G. (1996). Educational administration: Theory, research, and practice, 5th edition. New York: McGraw-Hill.
  • Hoyle, R.H. (1995). Structural equation modeling: concepts, issues, and application. London: SAGE Publ.
  • Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: an organizational analysis. American Educational Research Journal, 38(3), 499–534.
  • Kalagan, G. (2009). The relationship between research assistants' perceptions of organizational support and organizational cynicism (Unpublished master dissertation). Akdeniz University, Antalya, Turkey.
  • Kilic, S. (2013). Sampling methods. Journal of Mood Disorders, 3(1), 44-46.
  • Kilic, S. & Burgaz, B. (2014). The relationship between the organizational cynicism and organizational commitment levels of primary school teachers. Mediterranean Journal of Educational Research, 16, 17-34.
  • Kottke, J. L., & Sharafinski, C. E. (1988). Measuring perceived supervisory and organizational support. Educational and Psychological Measurement, 48(4), 1075–1079. https://doi.org/10.1177/0013164488484024.
  • Li, Y., Castaño, G. & Li, Y. (2018). Perceived supervisor support as a mediator between Chinese university teachers’ organizatıonal justice and affective commitment. Social Behavior and Personality, 46(8):1385-1396. DOI: 10.2224/sbp.6702
  • Littrell, P. C., Billingsley, B. S., & Cross, L. H. (1994). The effects of principal support on special and general educators' stress, job satisfaction, school commitment, health, and intent to stay in teaching. Remedial and Special Education, 15(5), 297–310. https://doi.org/10.1177/074193259401500505
  • Ma, X. & MacMillan, R. B. (1999). Influences of workplace conditions on teachers' job satisfaction. Journal of Educational Research, 93(1), 39-47.
  • Makela, K. (2014). PE teachers’ job satisfaction, turnover, and intention to stay or leave the profession. (Unpublished doctoral dissertation). University of Jyväskylä (Studies in Sport, Physical Education and Health), Jyväskylä, Finland.
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  • Melián-González, S. (2016). An extended model of the interaction between work-related attitudes and job performance. International Journal of Productivity and Performance Management, 65 (1), 42-57.
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  • Miskel, C. G., Fevurly, R. & Stewart, J. (1979). Organizational structures and processes, perceived school effectiveness, loyalty, and job satisfaction. Educational Administration Quarterly, 15(3), 97-118.
  • Mosadeghrad, A. M. & Ferdosi, M. (2013). Leadership, job satisfaction and organizational commitment in healthcare sector: proposing and testing a model. Mat Soc. Med, 25(2), 121-126.
  • Mott, P. E. (1972). The characteristics of effective organizations. New York: Haper & Row.
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Investigation of The Relationship Between Perception of Supervisor Support, Perceived School Effectiveness, Work Engagement, Job Satisfaction and Organizational Cynic Attitude of Teachers

Year 2020, Volume: 7 Issue: 3, 1 - 20, 01.12.2020
https://doi.org/10.17275/per.20.32.7.3

Abstract

The main purpose of this quantitative relational research is to test the theoretical framework within the structural equation model that if the perceived supervisor support affects the perception of school effectiveness, engagement to work, job satisfaction, and organizational cynical attitude. The sub-purpose of the study is to examine the relationship between teachers' perceptions of these variables. Within the scope of the research, a structural equation model was established by using the AMOS-25 package program with the data collected from 438 teachers. Before constructing the structural equation model, confirmatory factor analysis was performed and the measurement models for the scales used were verified. Fit index values of the measurement models were found to be acceptable, therefore total score was taken for each scale. “Perceived supervisor support” was determined as independent variable and “perceived school effectiveness, engagement to work, job satisfaction and organizational cynical attitude” were determined as dependent variables and direct effect values of independent variable on dependent variables were examined. Before establishing the structural equation model, multiple normal distributions of the scales were examined and “maximum likelihood” was chosen as the parameter estimation method in order to ensure the normal distribution assumption. The established structural equation model is verified and it was concluded that perceived supervisor support significantly predicted school effectiveness perception, work engagement, job satisfaction and organizational cynical attitude. It was also found that there were negative levels of negative relationships between teachers' organizational cynical attitude and perceived supervisor support, school effectiveness perception, work engagement and job satisfaction.

References

  • Abraham, R. (2000). Organizational cynicism, bases consequences genetic. Social and General Psychology Monographs, 126(3), 269-292.
  • Acar, F. M. (2016). Investigation of the burnout and the job satisfaction levels of pre-school teachers in terms of different variables. (Unpublished master dissertation). Cag University, Mersin, Turkey.
  • Ada, S. (2014). Okul yönetiminde personel eğitim ve işletmecilikle ilgili işler [Staff education and business affairs in school management]. In, Vehbi Çelik (Ed.), Türk Eğitim Sistemi ve Okul Yönetimi [Turkish Education System and School Management] (pp. 143-180). Ankara: Pegem Publ.
  • Ada, S., Akan, D., Ayik, A., Yildirim, İ. & Yalcin, S. (2013). Motivation factors of teachers. Atatürk University Journal of Graduate School of Social Sciences, 17(3), 151-166.
  • Afzal, S., Arshad, M., Saleem, S. & Farooq, Ö. (2019). The impact of perceived supervisor support on employees’ turnover intention and task performance: mediation of selfefficacy. Journal of Management Development, https://doi.org/10.1108/JMD-03-2019-0076
  • Alanoglu, M. (2019). Analysis of the relationships between perceived school principal management styles and teachers' participation in decision making, organizational justice, job satisfaction and burnout perceptions. (Unpublished doctoral dissertation). Firat University, Elazıg, Turkey.
  • Amasrali, A. & Aslan, H. (2017). The relationship between organizational cynicism and burnout levels of secondary school and high school mathematics teachers. Mehmet Akif Ersoy University Journal of Education Faculty, 43, 64-92.
  • Andersson, M. L. (1996). Employee cynicism: An examination using a contract violation framework. Sage Journals, 49(11), 1395-1418.
  • Argon, T. (2014). Supporting human resources in educational institutions: teacher views on administrator support. Journal of Human Sciences, 11(2), 691-729.
  • Atik, S., Demirtas, H. & Aksoy, M. (2019). The mediating effect of the trust of managers in teachers in the relation between manager support and organizational justice. Journal of Teacher Education and Educators, 8 (3), 265-280.
  • Babin Barry, J. & Boles James, S. B. (1996). The effects of per¬ceived co-worker involvement and supervisor support on service provider role stress, perfor¬mance and job satisfaction. Journal of Retailing, 72 (1), 60.
  • Bal, E. A. (2009). Bir pozitif psikoloji kavramı olarak işe gönülden adanma ve insan kaynakları açısından önemi [Dedication to work as a positive psychology concept and its importance for human resources]. 17. National Management and Organization Congress (21-23 May, Eskisehir, Turkey) Full Text Book, 546-552.
  • Balci, A. (2011). Etkili okul ve okul geliştirme kuram uygulama ve araştırma [Effective school and school development theory practice and research]. Ankara: Pegem Publ.
  • Bilgic, A. M. (2018). Examining the relationship between devotion to the profession and intention to quit: An application at Adıyaman University. (Unpublished master dissertation).Hasan Kalyoncu University, Gaziantep, Turkey.
  • Bogler, R. (2002). Two profiles of school teachers: a discriminant analysis. Teaching and Teacher Education, 18(6), 665-673.
  • Brandes, P, Dharwadkar, R. & Dean, J. W. (1999). Does organizational cynicism matter? employee and supervisor perspectives on work outcomes. Eastern Academy of Management Proceedings, 150-153.
  • Byrne, B. M. (2013). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. New York: Psychology Press.
  • Can, N. (2004). Development of teachers and effective teacher behavior. Erciyes University Journal of the Social Sciences, 16(1), 103-119.
  • 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 (1), 180-190.
  • Cakmak Otluoglu, K. Ö. (2012). Protean and boundaryless career attitudes and organizational commitment: the effects of perceived supervisor support. Journal of Vocational Behaviour, 80, 638-646.
  • Dean, J. W., Brandes, P. & Dharwadker, R. (1998). Organizational cyncism. The Academy of Management Review, 23(2), 341-352.
  • Demirtas, Z. (2010). Teachers’ job satisfaction levels. Procedia Social and Behavioral Sciences, 9, 1069-1073.
  • Demirtas, Z. & Alanoglu, M. (2015). The relationship between participation in decisionmaking of teachers and job satisfaction. Ahi Evran University Journal of Kırsehir Faculty of Education 16(2), 83-100.
  • Dos, İ. (2013). Etkili okul ve yönetimi [Effective school and its management]. In, Niyazi Can (Ed.) Kuram ve Uygulamada Eğitim Yönetimi [Educational management in theory and practice] (pp. 217-264. Ankara: Pegem A Publ.
  • Dugguh, S. I. and Ayaga, D. (2014). Job satisfaction theories: traceability to employee performance in organizations. Journal of Business and Management, 16(5), 11-18.
  • Eisenberger, R., Stinglhamber, F., Vandenberghe, C., Sucharski, I. L., & Rhoades, L. (2002). Perceived supervisor support: Contributions to perceived organizational support and employee retention. Journal of Applied Psychology, 87, 565–573. https://doi.org/ck75qx
  • Emhan, A., Kula, S. & Töngür, A. (2013). Analysis of relationship among manager support, organizational commitment, organizational performance, and burnout with structural equation model: the case of government sector. Hacettepe University Journal of Economics and Administrative Sciences, 31(1). doi: 10.17065/huniibf.103655
  • Ercek, M. K. (2018). The effect of teachers’ school safety perceptions on organizational confidence and professional commitment in secondary schools. (Unpublished doctoral dissertation). Dicle University, Diyarbakir, Turkey.
  • Erturk, A., Keskinkilic Kara, S. B. & Zafer Gunes, D. (2016). Emotional labor and psychological well-being: perception of administrative support as a predictor Abant İzzet Baysal University Journal of Faculty of Education, 16(4), 1723-1744.
  • Evers, C. W., & Eacott, S. (Eds.). (2016). New directions in educational leadership theory. New York: Routledge, Taylor & Francis Group.
  • Guchiat, P., Paşamehmetoğlu, A, & Dawson, M. (2014). Perceived supervisor and co-worker support for error management: impact on perceived psychological safety and service recovery performance. International Journal of Hospitality Management, 41, 28-37.
  • Hackman, J. R. & Oldham, G. R. (1976). Motivation through the design of work: test of a theory. Organizational Behavior and Human Performance, 16(2), 250- 279.
  • Handsome, J. (2009). The relationship between leadership style and job satisfaction. (Unpublished doctoral dissertation). Walden University, Minnesota, USA.
  • Ho, C.L. & Au, W.T. (2006). Teaching satisfaction scale: measuring job satisfaction of teachers. Educational and Psychological Measurement, 66, 172-185.
  • Hoy, W. K. (2009). School effectiveness index (SE-Index). Retrieved from https://www.waynekhoy.com/schooleffectiveness/ on 21.01.2020
  • Hoy, W. K. ve Ferguson, J. (1985). A theoretical framework and exploration of organizational effectiveness in schools. Educational Administration Quarterly,21,117-134.
  • Hoy, W. K., Tarter, C. J. ve Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Beverly Hills, CA: Sage.
  • Hoy, W. K. & Miskel, C. G. (1996). Educational administration: Theory, research, and practice, 5th edition. New York: McGraw-Hill.
  • Hoyle, R.H. (1995). Structural equation modeling: concepts, issues, and application. London: SAGE Publ.
  • Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: an organizational analysis. American Educational Research Journal, 38(3), 499–534.
  • Kalagan, G. (2009). The relationship between research assistants' perceptions of organizational support and organizational cynicism (Unpublished master dissertation). Akdeniz University, Antalya, Turkey.
  • Kilic, S. (2013). Sampling methods. Journal of Mood Disorders, 3(1), 44-46.
  • Kilic, S. & Burgaz, B. (2014). The relationship between the organizational cynicism and organizational commitment levels of primary school teachers. Mediterranean Journal of Educational Research, 16, 17-34.
  • Kottke, J. L., & Sharafinski, C. E. (1988). Measuring perceived supervisory and organizational support. Educational and Psychological Measurement, 48(4), 1075–1079. https://doi.org/10.1177/0013164488484024.
  • Li, Y., Castaño, G. & Li, Y. (2018). Perceived supervisor support as a mediator between Chinese university teachers’ organizatıonal justice and affective commitment. Social Behavior and Personality, 46(8):1385-1396. DOI: 10.2224/sbp.6702
  • Littrell, P. C., Billingsley, B. S., & Cross, L. H. (1994). The effects of principal support on special and general educators' stress, job satisfaction, school commitment, health, and intent to stay in teaching. Remedial and Special Education, 15(5), 297–310. https://doi.org/10.1177/074193259401500505
  • Ma, X. & MacMillan, R. B. (1999). Influences of workplace conditions on teachers' job satisfaction. Journal of Educational Research, 93(1), 39-47.
  • Makela, K. (2014). PE teachers’ job satisfaction, turnover, and intention to stay or leave the profession. (Unpublished doctoral dissertation). University of Jyväskylä (Studies in Sport, Physical Education and Health), Jyväskylä, Finland.
  • May, D. R., Gilson, R. L., & Harter, L. M. (2004). The psychological conditions of meaningfulness, safety and availability and the engagement of the humanspirit at work. Journal of Occupational and Organizational Psychology (77), 11-37.
  • Melián-González, S. (2016). An extended model of the interaction between work-related attitudes and job performance. International Journal of Productivity and Performance Management, 65 (1), 42-57.
  • Miles, W. L. (2010). Correlatıonal Study of Leadershıp Style and Teacher Job Satısfactıon in Two Head Start Programs. (Unpublished doctoral dissertation). Capella University, Minnesota, USA.
  • Miskel, C. G., Fevurly, R. & Stewart, J. (1979). Organizational structures and processes, perceived school effectiveness, loyalty, and job satisfaction. Educational Administration Quarterly, 15(3), 97-118.
  • Mosadeghrad, A. M. & Ferdosi, M. (2013). Leadership, job satisfaction and organizational commitment in healthcare sector: proposing and testing a model. Mat Soc. Med, 25(2), 121-126.
  • Mott, P. E. (1972). The characteristics of effective organizations. New York: Haper & Row.
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There are 87 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Articles
Authors

Bahadir Gülbahar 0000-0002-7040-1593

Publication Date December 1, 2020
Acceptance Date May 16, 2020
Published in Issue Year 2020 Volume: 7 Issue: 3

Cite

APA Gülbahar, B. (2020). Investigation of The Relationship Between Perception of Supervisor Support, Perceived School Effectiveness, Work Engagement, Job Satisfaction and Organizational Cynic Attitude of Teachers. Participatory Educational Research, 7(3), 1-20. https://doi.org/10.17275/per.20.32.7.3