Mesleki İş Yükünün Öğretim Performansı Üzerindeki Algısal Etkisi Temelinde Okulların Örgütsel Etkililiğinin İncelenmesi.

Yıldırım, Kamil; Özer, Seda Şahan

Teaching is the main activity of a school. If the teacher's teaching performance is negatively affected by other professional tasks, then that weakens the school's organizational efficiency. Based on this premise, the null hypothesis of "H0: Schools have not organizational efficiency" was tested. In frame of the exploratory sequential design of mixed-method, the data were collected from three working groups (N1=10, N2=88, N3=5) selected by purposeful sampling, in the city centre of Aksaray province, Turkey in the term of March-June 2018. The quantitative data and the qualitative data were analysed by the descriptive statistics and the content analysis, respectively. The study found out that teachers have an average 774 hours professional workload in a year, of which 167 hours (22 %) belonged to non-teaching professional workload. Because the total magnitude of the perceptual effect of the professional workload on teaching performance was computed as positive 217.8, H0 was declined. Thus, the study concluded that the professional workload has no negative effect on teachers' teaching performance in the classroom on the contrary to the prevalent suggestion of prior studies carried out in different contexts. We concluded that the workload supporting teaching job in the schools should be increased.

TURKEY; NULL hypothesis; DESCRIPTIVE statistics; CLASSROOMS; CONTENT analysis; TEACHERS; ORGANIZATIONAL effectiveness

Journal of Kirsehir Education Faculty, 2021, Vol 22, Issue 2, p1311

2147-1037

Academic Journal

10.29299/kefad.847140