教育情境下教师组织认同知觉的潜在轮廓模式

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Hasan Tabak, Esra Sözer Boz
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引用次数: 0

摘要

组织身份对于在教育环境中培养可靠的工作环境至关重要。因此,本研究的重点是研究教师组织认同感知的潜在特征。通过教师组织认同感知量表的三个维度(支持、归属感和沟通)评估,潜在剖面分析被用来揭示不同的剖面及其特征。数据收集自578名在幼儿园到高中不同年级工作的在职教师。结果确定了四种不同的教师概况:缺乏支持(n = 59),归属感不足(n = 101),敬业(n = 276)和承诺(n = 142)。近一半的教师在敬业度档案中,表明中等水平的组织认同感知。协方差分析显示,男性教师更有可能参与而不是缺乏支持(OR = 0.59),这表明男性教师表现出更高的组织认同感知。本研究为理解教师组织认同感知的本质提供了有价值的见解,并倡导在未来的研究中考虑这些潜在的侧面特征,以努力培养一个健全的学校氛围。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Latent Profile Patterns of Teachers' Organisational Identity Perception in Educational Settings

Latent Profile Patterns of Teachers' Organisational Identity Perception in Educational Settings

Organisational identity is crucial in fostering a reliable working environment within educational settings. Therefore, this study focused on examining latent profiles of teachers' organisational identity perceptions. Latent profile analysis was utilised to uncover distinct profiles and their characteristics as assessed by the Teacher Organizational Identity Perception Scale's three dimensions (support, belonging, and communication). The data was collected from 578 in-service teachers working in different grades from preschool to high school. The results identified four distinct teacher profiles: lack of support (n = 59), belonging deficiency (n = 101), engagement (n = 276) and commitment (n = 142). Nearly half of the teachers were in the engagement profile, indicating medium-level organisational identity perception. Covariance analysis revealed that male teachers were significantly more likely to be in the engagement profile rather than the lack of support (OR = 0.59), suggesting that male teachers exhibit higher organisational identity perceptions. This study provides valuable insights into comprehending the nature of teachers' organisational identity perceptions and advocates for future studies to consider these latent profile characteristics in efforts to cultivate a robust school climate.

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来源期刊
European Journal of Education
European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
0.00%
发文量
47
期刊介绍: The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.
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