组织社会化与集体教师效能感:学校合作文化的中介作用

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Eurasian Journal of Educational Research Pub Date : 2021-04-20 DOI:10.14689/EJER.2021.94.8

M. Türkoğlu, Ramazan Cansoy, Hanifi Parlar

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引用次数: 0

摘要

文章历史:目的:本研究的目的是研究组织社会化、学校合作文化和集体教师效能之间的关系。研究方法:本研究资料收集采用横断面调查。样本包括840名教师。本研究使用了三个量表来收集数据:集体教师效能量表、学校合作文化量表和组织社会化量表。研究发现:组织社会化、学校合作文化与教师集体效能之间存在直接和间接的关系。这些关系是正的，具有统计学意义。根据研究结果，随着组织社会化程度的提高，合作文化和集体教师效能水平也会提高。此外，合作文化在组织社会化与教师集体效能之间起中介作用。收稿日期:2020年9月04日收稿日期:2021年3月05日收稿日期:2021年3月14日DOI: 10.14689/ejer.2021.94.8

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Organisational Socialisation and Collective Teacher Efficacy: The Mediating Role of School Collaborative Culture

Article History: Purpose: The purpose of this study was to examine the relationships between organisational socialisation, collaborative culture in schools, and collective teacher efficacy. Research Methods: For data collection in this study cross-sectional surveys were used. The sample consisted of 840 teachers. Three scales were used to collect the data: the Collective Teacher Efficacy Scale, Collaborative Culture in Schools Scale, and Organisational Socialisation Scale. Findings: The study findings indicated the existence of both direct and indirect relationships between organisational socialisation, collaborative culture in schools, and collective teacher efficacy. These relationships were positive and statistically significant. According to the findings, as organisational socialisation increased, collaborative culture and collective teacher efficacy levels also increased. Additionally, collaborative culture played a mediating role between organisational socialisation and collective teacher efficacy. Received: 04 Sept. 2020 Received in revised form: 05 Mar. 2021 Accepted: 14 Mar. 2021 DOI: 10.14689/ejer.2021.94.8

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来源期刊

Eurasian Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.00

自引率

11.10%

发文量

期刊介绍： Eurasian Journal of Educational Research (EJER) is a peer-reviewed, an international and interdiscilinary journal publishing original research articles and significant contributions on education and educational sciences . The journal is a valuable resource for teachers, counselors, supervisors, educational administrators, school principals, educational policy makers, curriculum planners, and educational researchers as they consider the structure of tomorrow''s educational system. EJER publishes research employing a variety of qualitative, quantitative and mixed methods research and approaches in all areas in the field of education and educational sciences. The goal of the journal is to increase understanding of learning and teaching in eraly childhood, primary, secondary, vocational and higher education in order to to contribute to the improvement of educational processes and outcomes.