EĞİTİM YÖNETİCİLERİNİN BAZI DEĞİŞKENLERE GÖRE SOSYOTROPİ OTONOMİ KİŞİLİK ÖZELLİKLERİNİN KARŞILAŞTIRILMASI
Author :
DOI : 10.16991/INESJOURNAL.199
Year-Number: 2016-6
Language : null
Konu : Eğitim Yönetimi, Teftişi ve Planlaması
Abstract
Sosyotropi ve otonomi kişilik özellikleri, bireylerin başkalarıyla olumlu ilşkiler ve etkili iletişim kurabilmesi, yöneticilerin ise yönetim sorunlarıyla başa çıkabilmesi, doğru kararlar verebilmesi ve çalışanları yönetebilmesi açısından büyük öneme sahiptir. Bu çalışmanın amacı cinsiyet, medeni durum, görev süresi, iş memnuniyeti ve bir sanatla ilgilenmesi gibi çeşitli değişkenler açısından eğitim yöneticilerinin sosyotropi otonomi kişilk özelliklerini karşılaştırmaktır. Çalışma betimsel tarama modeliyle yapılmış ve çalışma evrenini 60 okul müdürü, 80 okul müdür yardımcısı ve 13 eğitim müfettişi olmak üzere toplam 153 eğitim yöneticilerinden oluşmaktadır. Eğitim yöneticilerinin kişilik özelliklerini belirlemek için, Beck ve arkadaşları tarafından geliştirilen, Şahin ve arkadaşları tarafından Türkçe’ye uyarlanan Sosyotropi otonomi ölçeği kullanılmıştır.SPSS ile yapılan istatistik analizleri sonucunda, okul müdürleri, müdür yardımcıları ve müfettişlerin sosyotropi otonomi puanları cinsiyet, medeni durum ve sanatla ilgilenme açısından aralarında bir fark olmadığını ortaya koyarken, görev süresi ve iş memnuyitei açısından ise aralarında önemli farklar olduğunu ortaya çıkarmıştır.
Keywords
Abstract
Sociotropic and autonomic personality traits are of great importance for i
Keywords
- Though the roles of supervisors in Turkey have been observed to shift from inspection to guidance, the studies carried out on this subject suggest that supervisors are more authoritarian, critical and tend to investigate rather than guide, insisting on control-oriented supervisor duties (Açıkgöz, 1990; Memişoğlu, 2007; Ünal and Gürsel, 2007; Yaman et al., 2008, Yavuz, 1995).
- Kabakçı (2001) carried out a research on sociotropic and autonomic personality traits, life experiences and depressive attitutes of university students. Ulupınar (2004) researched 152 obese individual in terms of their socitropic and autonomic traits and compare them with their problem solving skills. Kaya et al. (2006) studied socitropic and autonomic traits and related factors of student nurses. Yüncü et al. (2006) researched the relation between drug addiction and al autonomic personality traits of 20 adults and explored that autonomic features were significant factor in terms of drug addiction.
- Çetin (2008), carried out a research on 128 elderly over 65 years of age and tried to find out the relationship between al and autonomic personality traits and depression. Ceylan (2009) researched the relationship between burnout, depression, anger, assertiveness and al and autonomic personality traits of 120 individuals doing the windsurfing and recreational kite surfing during the summer season.
- Allen et al. (1997) studied socitropic and autonomic personality traits of 80 elderly people for depression treatment and determined that there was a significant relationship between depression and trait while there was no relationship between it and autonomic trait. In the study carried out by Otani et al. (2012), they argued that interpersonal sensitivity was related to al autonomic personality traits. They assessed interpersonal sensitivity using Interpersonal Sensitivity Measure (IPSM), while they assessed sociotropy and autonomy using sociotropy autonomy subfactors.
- Sato and Gonzales (2009) researched interpersonal models in close relations in terms of sociotropy and autonomy roles. They argue that the data obtained through self-report and behaviours observations suggest that the individuals high in sociotropy are quite controlled against those close to themselves
- Campbell et al. (2003) applied sociotropy autonomy and adaptation scales to 165 individuals, and found out that autonomy is concerned with insufficient social adaptation, while sociotropy is not related to social adaptation.
- Shih Josephine H. (2006), Koichi et al. (2012) and McBride et al (2005) argue in their studies that sociotropic and autonomic personality traits suggest differences in gender of the participants and sociotropic traits are observed more in females
- MATERIALS AND METHOD Problems of the Research As this study is a descriptive survey model, in accordance with the items of Sociotropy Autonomy Scale, the problems of the research are determined as “Are there any differences between sociotropic and autonomic personality traits of education managers in terms of (1) gender, (2) marital status, (3) tenure of office, (4) job satisfaction, and (5) interest in art? Participants The research consists of total 153 educational managers, 60 of whom are school principals, 80 assistant principals and 13 educational supervisors. We tried to determine their sociotropic and autonomic personality traits regarding as gender, marital status, tenure of office, job satisfaction, and interest in art. The participants were chosen randomly in sixty K-12 schools in Erzincan City through the permission of Province Directory of National Education. We applied the Sociotropy-Autonomy Scale (SAS) to the participants upon their consent for the survey. Of all the participants in our study, 115 are males and 38 females, 140 married and 13 single. Research Instrument In the study, we used Sociotropy Autonomy Scale (SAS), a 60-item self-report inventory, developed by Beck et al (1983) and adapted to Turkish by Şahin et al. (1993), measuring two stable, independent dimensions of cognitive personality traits called sociotropy and autonomy. Sociotropy refers to dependent traits, characterized by an intense need for love, approval and being esteemed by others. Autonomy is defined as perfectionism, self-criticism, selfcongruence, self-esteem, strong authorship and interest-taking, indifferent to praise and criticism, ability to direct the activities without external interference and to keep freedom of choice without constraint. The assessment of sociotropy is determined by the first thirty items and that of autonomy by the other thirty items, indicated on a 5-point Likert scale. Some examples of SAS-statements are: "It is important to be liked and approved by others" (sociotropy) “I am afraid of hurting other people’s feelings” (sociotropy) or "The possibility of being rejected by others for standing up for my rights would not stop me" (autonomy). In the original study, the internal reliabilities of sociotropy and autonomy were found to be high as indicated by Chronbach alfas of .90 and .83, respectively (Beck et al, 1983). In another study, Robins et al (1989) found that the test-retest reliabilities over 10 weeks were .80 for sociotropy and .76 for autonomy in student samples. FINDINGS AND DISCUSSION From the statistical analysis of the data in terms of gender, tenure of service and marital status of school principals, assistant principals and education inspectors as educational managers, as shown in Table 3, we have found that of all the participants in our study, 75.2% are male and 24.8% are female; 91.5% are married and 8.5% are single; 26.8% of the participants are on duty for 16-20 years, 26.1% for 11-15 years, 21.6% for over 21 years, 19.6% for 6-10 years and 5.9% for 1-5 years. Table 3: Demographic Features of Educational Managers in terms of Gender, Marital Status and Tenure of Service From the statistical analysis of the data in terms of job satisfaction, as shown in Table 4, we have found that 66.7% of the participants are pleased, 22.9% partly pleased, 10.5 unpleased; 51% are interested in art, while 49% not interested in art. Table 4: Demographic Features of Educational Managers in terms of Job Satisfaction and Interest in Art. As shown in Table 5, in comparison of sociotropy and autonomy scores of school
- However, in some studies carried out on sociotropic autonomic personality traits, women have been found to be more sociotropic than men. On the other hand, men have been found to have more autonomic features than women (Caroline McBride, et al, 2004). Women pay more attention to the relations with others, while men tend to demonstrate more individualistic autonomic behaviour compared to women (Kirsch G. A., Kuiper N. A., 2002). Table 6: Comparison of Sociotropy Autonomy Scores of Educational Managers in terms of Marital Status through Kruskal-Wallis H Test.
- ,021* Partly Satisfied * p<0.05 principals and education supervisors, as shown in Table 8, we determined that there was a statistically significant difference between the scores of the satisfied ones and the unsatisfied ones, also between those of the partly satisfied ones and unsatisfied ones in terms of job satisfaction through Kruskal-Wallis H Test (p>0.05). In this context, when professional criteria or managers criteria are examined in terms of the traits of employee, job satisfaction of the employee is of great importance. These individuals should willingly do their jobs, and have certain skills such as autonomy, selfcontrol, personal responsibility and critical thinking (Adams and Miller 2001, Kelleci and Gölbaşı 2004). Because employees will do their best and contribute to increasing the effectiveness in terms of work-efficiency as long as they are satisfied with their jobs. Tablo 9: Comparison of Sociotropy Autonomy Scores of Educational Managers in terms of Interest in Art through Mann-Whitney U test. Total Rank
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