RELATIONS AMONG MOBBING LEVELS, ORGANIZATONAL COMMITMENT AND JOB SATISFACTION OF MUSIC TEACHERS WORKING IN ELEMENTARY SCHOOLS
RELATIONS AMONG MOBBING LEVELS, ORGANIZATONAL COMMITMENT AND JOB SATISFACTION OF MUSIC TEACHERS WORKING IN ELEMENTARY SCHOOLS , 2012
ABSTRACT
RELATIONS AMONG MOBBING LEVELS, ORGANIZATONAL COMMITMENT AND JOB SATISFACTION OF MUSI... more ABSTRACT
RELATIONS AMONG MOBBING LEVELS, ORGANIZATONAL COMMITMENT AND JOB SATISFACTION OF MUSIC TEACHERS WORKING IN ELEMENTARY SCHOOLS
ARAS, Ayda
Doctorate, Music Teaching Programme
Thesis Advisor: Prof. Yılmaz ŞENDURUR
The purpose of this study is to determine the relation among the levels of elementary school music teachers being subject to mobbing, their organizational commitment, and their job satisfaction. This research is carried out through relational model of screening. The research sample consists of 308 music teachers working in elementary schools of the Ministry of National Education in city centers in the 20092010 school year. 248 music teachers (136 female and 112 male) from elementary schools found in Ankara’s center generate the research environment. The music teachers, who have voluntarily took part in this research, have taken the Negative Behaviour Scale to determine the mobbing level, the Organizational Commitment Scale to determine the organizational commitment level and the Minnesota Satisfaction Questionnaire to determine the job satisfaction level. At first, through the KolmogorovSmirnov (KS) Test, whether the data was relevant to the regular distribution. In cases where it was relevant, when comparing two groups the Independent Sample T Test, when comparing more than two groups the One-Way ANOVA was carried out. By the end of the variance analysis, in order to designate the different groups the Tukey test from the multiple comparisons tests, in order to compare the groups for the variance homogeneity assumption the Levene test was carried out to specify which test statistics will be taken into consideration. As a means to put forward the relation structure of the research, path analyses related to coefficients of correlation was performed. To specify the predictive among the variables, the regression analysis was conducted. Results of the research analysis were remarked as 0,05 level of significance; for the analyses SPSS 18.0 (PASW 18.0) and LISREL software were used.
vi
The following findings were reached to through this research; around one fourth (24,6%) of the elementary school music teachers of the Ministry of National Education in Ankara’s center were subjected to mobbing. Level of subjection to mobbing of the music teachers does not show any difference according to gender, age, marital status, seniority, or educational background. Organizational commitment differs among adults (ages 22-30), middle-aged adults (ages 31-39), and seniors (ages 40 and above). Findings also point out that according to their marital status, within the compatibility lower dimension, widow or divorced music teachers show less compatibility in comparison to their married or single colleagues; within the identification lower dimension, married music teachers show less identification in comparison to single teachers who show more identification in comparison to their widow or divorced colleagues; according to seniority, within the internalization lower dimension, music teachers having worked for 15 years or less show less internationalization than their colleagues who worked for 16 years or more. Findings of this research show that job satisfaction was high for 54% of the music teachers whereas 41,9% of them was moderate and 0,4% was low. With this research, it’s been observed that variables of mobbing, organizational commitment, and job satisfaction are interrelated.
Factors of negative behavior, being subject to mobbing, and organizational commitment together with job satisfaction have negative relation of significance. This condition reflects the fact that being subject to mobbing reduces organizational commitment and job satisfaction. On the other hand, in a similar way, the lower dimensions of the factors of organization commitment and job satisfaction, which are compatibility, identification, internalization, internal and external job satisfaction levels, have a negative effect on the mobbing variable. It’s been determined that among these lower dimensions, mobbing is effective on the compatibility lower dimension and respectively on external and internal job satisfaction, identification and internalization lower dimensions.
Key words: Mobbing, organizational commitment, job satisfaction
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Drafts by Ayda ARAS
process that creates cognitive, affective and
psychomotor changes in the behaviors of an
individual. One of the most important elements of
this process is the music teacher. The experiences of
music teachers in the work environment also affect
the quality of education they provide. Therefore, this
study aimed to determine the relationship between
the levels of mobbing experienced by, and the
organizational commitment and job satisfaction of
music teachers working at primary schools.
Research Methods: This research was conducted
with relational survey model. The study group
comprised of music teachers working at primary
schools in Ankara province. 248 music teachers in
Received: 18 Jun. 2019
Received in revised form: 13 Oct. 2019
Accepted: 11 Nov. 2019
DOI: 10.14689/ejer.2019.84.2
Keywords
mobbing, job satisfaction,
organizational commitment, music
teachers
total were included in the sampling by stratified sampling method. Research data were
collected by means of Negative Behavior Scale, Organizational Commitment Scale and Job
Satisfaction Scale.
Findings: According to the results of the study, significant negative relationship was found
between the level of mobbing experienced by, and the levels of job satisfaction and
organizational commitment of music teachers. In addition, it was determined that
organizational commitment and job satisfaction significantly predicted mobbing behavior.
Implications for Research and Practice:When taking into consideration that music teachers
experience mobbing in schools, especially in relation to their occupations, and the mobbing
behaviors they are most exposed to, creating their role/position definitions at the level of their
competences, taking into account their ideas and views and their requests when they ask to
use their rights (sick leave, holiday entitlement) will help increase their organizational
commitment and job satisfaction. In future studies, new research models may be formed with
different variables on how to increase job satisfaction and organizational commitment or on
how to reduce mobbing.
RELATIONS AMONG MOBBING LEVELS, ORGANIZATONAL COMMITMENT AND JOB SATISFACTION OF MUSIC TEACHERS WORKING IN ELEMENTARY SCHOOLS
ARAS, Ayda
Doctorate, Music Teaching Programme
Thesis Advisor: Prof. Yılmaz ŞENDURUR
The purpose of this study is to determine the relation among the levels of elementary school music teachers being subject to mobbing, their organizational commitment, and their job satisfaction. This research is carried out through relational model of screening. The research sample consists of 308 music teachers working in elementary schools of the Ministry of National Education in city centers in the 20092010 school year. 248 music teachers (136 female and 112 male) from elementary schools found in Ankara’s center generate the research environment. The music teachers, who have voluntarily took part in this research, have taken the Negative Behaviour Scale to determine the mobbing level, the Organizational Commitment Scale to determine the organizational commitment level and the Minnesota Satisfaction Questionnaire to determine the job satisfaction level. At first, through the KolmogorovSmirnov (KS) Test, whether the data was relevant to the regular distribution. In cases where it was relevant, when comparing two groups the Independent Sample T Test, when comparing more than two groups the One-Way ANOVA was carried out. By the end of the variance analysis, in order to designate the different groups the Tukey test from the multiple comparisons tests, in order to compare the groups for the variance homogeneity assumption the Levene test was carried out to specify which test statistics will be taken into consideration. As a means to put forward the relation structure of the research, path analyses related to coefficients of correlation was performed. To specify the predictive among the variables, the regression analysis was conducted. Results of the research analysis were remarked as 0,05 level of significance; for the analyses SPSS 18.0 (PASW 18.0) and LISREL software were used.
vi
The following findings were reached to through this research; around one fourth (24,6%) of the elementary school music teachers of the Ministry of National Education in Ankara’s center were subjected to mobbing. Level of subjection to mobbing of the music teachers does not show any difference according to gender, age, marital status, seniority, or educational background. Organizational commitment differs among adults (ages 22-30), middle-aged adults (ages 31-39), and seniors (ages 40 and above). Findings also point out that according to their marital status, within the compatibility lower dimension, widow or divorced music teachers show less compatibility in comparison to their married or single colleagues; within the identification lower dimension, married music teachers show less identification in comparison to single teachers who show more identification in comparison to their widow or divorced colleagues; according to seniority, within the internalization lower dimension, music teachers having worked for 15 years or less show less internationalization than their colleagues who worked for 16 years or more. Findings of this research show that job satisfaction was high for 54% of the music teachers whereas 41,9% of them was moderate and 0,4% was low. With this research, it’s been observed that variables of mobbing, organizational commitment, and job satisfaction are interrelated.
Factors of negative behavior, being subject to mobbing, and organizational commitment together with job satisfaction have negative relation of significance. This condition reflects the fact that being subject to mobbing reduces organizational commitment and job satisfaction. On the other hand, in a similar way, the lower dimensions of the factors of organization commitment and job satisfaction, which are compatibility, identification, internalization, internal and external job satisfaction levels, have a negative effect on the mobbing variable. It’s been determined that among these lower dimensions, mobbing is effective on the compatibility lower dimension and respectively on external and internal job satisfaction, identification and internalization lower dimensions.
Key words: Mobbing, organizational commitment, job satisfaction
Papers by Ayda ARAS
process that creates cognitive, affective and
psychomotor changes in the behaviors of an
individual. One of the most important elements of
this process is the music teacher. The experiences of
music teachers in the work environment also affect
the quality of education they provide. Therefore, this
study aimed to determine the relationship between
the levels of mobbing experienced by, and the
organizational commitment and job satisfaction of
music teachers working at primary schools.
Research Methods: This research was conducted
with relational survey model. The study group
comprised of music teachers working at primary
schools in Ankara province. 248 music teachers in
Received: 18 Jun. 2019
Received in revised form: 13 Oct. 2019
Accepted: 11 Nov. 2019
DOI: 10.14689/ejer.2019.84.2
Keywords
mobbing, job satisfaction,
organizational commitment, music
teachers
total were included in the sampling by stratified sampling method. Research data were
collected by means of Negative Behavior Scale, Organizational Commitment Scale and Job
Satisfaction Scale.
Findings: According to the results of the study, significant negative relationship was found
between the level of mobbing experienced by, and the levels of job satisfaction and
organizational commitment of music teachers. In addition, it was determined that
organizational commitment and job satisfaction significantly predicted mobbing behavior.
Implications for Research and Practice:When taking into consideration that music teachers
experience mobbing in schools, especially in relation to their occupations, and the mobbing
behaviors they are most exposed to, creating their role/position definitions at the level of their
competences, taking into account their ideas and views and their requests when they ask to
use their rights (sick leave, holiday entitlement) will help increase their organizational
commitment and job satisfaction. In future studies, new research models may be formed with
different variables on how to increase job satisfaction and organizational commitment or on
how to reduce mobbing.
RELATIONS AMONG MOBBING LEVELS, ORGANIZATONAL COMMITMENT AND JOB SATISFACTION OF MUSIC TEACHERS WORKING IN ELEMENTARY SCHOOLS
ARAS, Ayda
Doctorate, Music Teaching Programme
Thesis Advisor: Prof. Yılmaz ŞENDURUR
The purpose of this study is to determine the relation among the levels of elementary school music teachers being subject to mobbing, their organizational commitment, and their job satisfaction. This research is carried out through relational model of screening. The research sample consists of 308 music teachers working in elementary schools of the Ministry of National Education in city centers in the 20092010 school year. 248 music teachers (136 female and 112 male) from elementary schools found in Ankara’s center generate the research environment. The music teachers, who have voluntarily took part in this research, have taken the Negative Behaviour Scale to determine the mobbing level, the Organizational Commitment Scale to determine the organizational commitment level and the Minnesota Satisfaction Questionnaire to determine the job satisfaction level. At first, through the KolmogorovSmirnov (KS) Test, whether the data was relevant to the regular distribution. In cases where it was relevant, when comparing two groups the Independent Sample T Test, when comparing more than two groups the One-Way ANOVA was carried out. By the end of the variance analysis, in order to designate the different groups the Tukey test from the multiple comparisons tests, in order to compare the groups for the variance homogeneity assumption the Levene test was carried out to specify which test statistics will be taken into consideration. As a means to put forward the relation structure of the research, path analyses related to coefficients of correlation was performed. To specify the predictive among the variables, the regression analysis was conducted. Results of the research analysis were remarked as 0,05 level of significance; for the analyses SPSS 18.0 (PASW 18.0) and LISREL software were used.
vi
The following findings were reached to through this research; around one fourth (24,6%) of the elementary school music teachers of the Ministry of National Education in Ankara’s center were subjected to mobbing. Level of subjection to mobbing of the music teachers does not show any difference according to gender, age, marital status, seniority, or educational background. Organizational commitment differs among adults (ages 22-30), middle-aged adults (ages 31-39), and seniors (ages 40 and above). Findings also point out that according to their marital status, within the compatibility lower dimension, widow or divorced music teachers show less compatibility in comparison to their married or single colleagues; within the identification lower dimension, married music teachers show less identification in comparison to single teachers who show more identification in comparison to their widow or divorced colleagues; according to seniority, within the internalization lower dimension, music teachers having worked for 15 years or less show less internationalization than their colleagues who worked for 16 years or more. Findings of this research show that job satisfaction was high for 54% of the music teachers whereas 41,9% of them was moderate and 0,4% was low. With this research, it’s been observed that variables of mobbing, organizational commitment, and job satisfaction are interrelated.
Factors of negative behavior, being subject to mobbing, and organizational commitment together with job satisfaction have negative relation of significance. This condition reflects the fact that being subject to mobbing reduces organizational commitment and job satisfaction. On the other hand, in a similar way, the lower dimensions of the factors of organization commitment and job satisfaction, which are compatibility, identification, internalization, internal and external job satisfaction levels, have a negative effect on the mobbing variable. It’s been determined that among these lower dimensions, mobbing is effective on the compatibility lower dimension and respectively on external and internal job satisfaction, identification and internalization lower dimensions.
Key words: Mobbing, organizational commitment, job satisfaction