ÖĞRETMENLERİN ALGILARINA GÖRE OKUL YÖNETİCİLERİNİN ÇATIŞMA YÖNETİM TARZLARI İLE ÖĞRETMENLERİN ÖRGÜTSEL SESSİZLİK DÜZEYLERİ ARASINDAKİ İLİŞKİ
THE RELATIONSHIP BETWEEN SCHOOL ADMINISTRATORS' CONFLICT MANAGEMENT STYLES AND TEACHERS' ORGANIZATIONAL SILENCE LEVELS ACCORDING TO TEACHERS' PERCEPTIONS

Summary/Abstract: The aim of this study is to determine the relationship between the conflict management styles of school administrators and the level of organizational silence of teachers, according to the perceptions of teachers working in public high schools on the European side of Istanbul. This study was conducted by employing the explanatory sequential mixed method, one of the mixed research methods. In the quantitative stage, which was the first stage of the study, the perception levels of conflict management styles and organizational silence were determined by the screening model, and the relationship between these two variables was revealed by the relational screening model. A total of 26434 teachers working in public high schools in 25 districts on the European side of Istanbul in the 2018-2019 academic year constituted the quantitative population of the study. The "proportionate element sampling" (stratified sampling) method, one of the random sampling methods, was used to reach this ratio from teachers working in "general high schools, vocational and technical Anatolian high schools, and imam hatip high schools" located on the European side of Istanbul. The ratio of the minimum sample size to the population was calculated to be 2.455%. The quantitative data of the study were collected by using the "personal information form," the "Rahim organizational conflict inventory"which was developed by Rahim (1983) and adapted into Turkish for the first time by Gümüşeli (1994), and the "organizational silence scale" which was developed by Van Dyne, Ang and Botero (2003) and adapted into Turkish by Kahya (2013). Eight hundred sixty-eight quantitative data collection tools were included in the analysis of the study. The data obtained in the study were analyzed using the SPSS package program. The case study model, one of the qualitative research models, was used in the qualitative stage, which was the second stage of the study. The study group of the research was determined by the maximum diversity sampling method, one of the purposeful sampling methods.For the aim of the study, as a result of the organizational silence levelin the quantitative study, a total of 31 teachers working in official high schools, whose levels of "acquiescent, defensive, and prosocial silence" were determined as agree and strongly agree, constituted the study group of the research. The "determination form for the case study topic," the case called "distribution of the curriculum"created by the researcher, and the "interview form" consisting of one semistructured open-ended question to determine the relationship between school administrators' conflict management styles and teachers' organizational silence levels were used by the researcher to collect the qualitative data of the study. According to the quantitative research results, the conflict management styles that were mostly used by school administrators were "compromising, integrating, avoiding, obliging, and dominating," respectively, according to teachers' perceptions. According to teachers' perceptions, it was determined that the conflict management style that was mostly used by school administrators was "compromising" and the conflict management style that was least frequently used was "dominating." When teachers' organizational silence levels were examined, it was determined that their perceptions of organizational silence were at the "disagree" level, and their perceptions of prosocial silence were at the "agree" level, and their perceptions of acquiescent silence and defensive silence were at the "disagree" level. According to teachers' perceptions, while it was determined that there was a negative relationship between the integrating, obliging, and compromising styles used by school administrators and teachers' acquiescent, defensive, and general organizational silence levels, a positive relationship was observed between the integrating and compromising styles and teachers' prosocial silence levels. Whereas a positive relationship was found between the dominating style used by school administrators and teachers' defensive silence levels, no significant relationship was found between the avoiding style and organizational silence and its sub-dimensions. According to the qualitative research results, in accordance with the responses of teachers working in official schools with the acquiescent silence level in the "agree" and "strongly agree" group, it was determined that school administrators used the dominating style mostly and the integrating, obliging, avoiding, and compromising styles very rarely in conflict management. According to the responses of teachers working in official schools with the defensive silence level in the "agree" and "strongly agree" group, it was determined that school administrators used the dominating style mostly and then the integrating and compromising styles in conflict management. According to the responses of teachers working in official schools with the prosocial silence level in the "agree" and "strongly agree" group, it was determined that school administrators used the integrating style mostly and then the compromising style in conflict management. It was observed that the qualitative research results supported the quantitative research.

• Details
• Contents