5) Eğitim Kurumlarında Örgütsel-Yönetsel Motivasyon Uygulamalarının Öğretmenlerin Performanslarına Etkisinin İncelenmesi

Yıl 2026, Cilt: 2, Sayı: 1, Sayfa 59-80, 11.12.2025

Serpil SAKALLI E-mail: serpilkarakaya92@gmail.com Kıncılar Akbük Mahallesi İlkokulu, Seydikemer, Muğla ORCID: 0009-0003-1148-2201	Semiha ÇAKAR YAKUT E-mail: semihacakar@gmail.com Ali Osman Konakçı MTAL, Bayraklı, İzmir ORCID: 0009-0009-0788-4324
Öznur MENNAN ÖZKAN E-mail: mennanoznur@gmail.com Mersin Naim Süleymanoğlu Spor Lisesi, Mezitli, Mersin ORCID: 0009-0005-6195-5622	Yunus BULUNMAZ E-mail: yunusbulunmaz@hotmail.com Şehit Ali Öztürk Anadolu Lisesi, Siverek, Şanlıurfa ORCID: 0009-0009-5819-186X

DOI: 10.5281/zenodo.17833910

TAM METİN

ÖZET

Bu araştırmanın amacı, eğitim kurumlarında uygulanan örgütsel-yönetsel motivasyon süreçlerinin öğretmenlerin performans düzeyleri üzerindeki etkisini incelemektir. Nicel araştırma deseninde yürütülen çalışmanın örneklemini, farklı okul türlerinde görev yapan toplam 362 öğretmen oluşturmaktadır. Araştırmada görev performansı, bağlamsal performans ve örgütsel-yönetsel motivasyonun alt boyutlarına ilişkin veriler ölçekler aracılığıyla toplanmış ve analizler tanımlayıcı istatistikler, korelasyon, bağımsız örneklem t testi, tek yönlü ANOVA ve çoklu doğrusal regresyon analizleri ile gerçekleştirilmiştir. Araştırmanın bulguları, öğretmen performansının örgütsel-yönetsel motivasyon unsurları ile anlamlı ve pozitif ilişkiler gösterdiğini ortaya koymuştur. Özellikle yapılan işin özellikleri ile katılımcılık uygulamalarının öğretmen performansını en güçlü şekilde yordayan değişkenler olduğu bulunmuştur. Buna karşın grup ilişkileri ve fiziki unsurların performans üzerinde doğrudan anlamlı bir etkisinin olmadığı belirlenmiştir. Demografik değişkenler (cinsiyet, yaş, eğitim düzeyi, görev ve kıdem) performans ve motivasyon düzeylerinde anlamlı farklılaşmaya yol açmamıştır. Bu durum, öğretmen performansının bireysel özelliklerden çok yönetsel süreçler, okul iklimi ve iş tasarımına bağlı geliştiğini göstermektedir. Genel olarak araştırma, okul yönetiminde katılımcı yaklaşımların ve iş tasarımına yönelik düzenlemelerin güçlendirilmesinin öğretmen performansını artırmada kritik rol oynadığını göstermektedir. Bulgular, etkili örgütsel-yönetsel motivasyon uygulamalarının öğretmen davranışlarını ve okulun genel işleyişini olumlu yönde etkilediğini ortaya koymaktadır.

Anahtar Kelimeler: Öğretmen Performansı, Örgütsel-Yönetsel Motivasyon, Yapılan İşin Özellikleri, Katılımcı Yönetim, Okul İklimi, Performans Analizi.

Gönderim Tarihi: 03.10.2025

Kabul Tarihi: 04.11.2025

Elektronik Yayım Tarihi: 17.11.2025

ABSTRACT

The purpose of this study is to examine the effect of organizational-managerial motivation processes implemented in educational institutions on teachers’ performance levels. The sample of the study, conducted using quantitative research design, consists of a total of 362 teachers working in different types of schools. In the study, data on task performance, contextual performance, and sub-dimensions of organizational-managerial motivation were collected using scales and analyzed using descriptive statistics, correlation, independent samples t-test, one-way ANOVA, and multiple linear regression analyses. The findings of the study revealed that teacher performance showed meaningful and positive relationships with organizational-managerial motivation elements. It was found that the characteristics of the work performed and participatory practices were the variables that most strongly predicted teacher performance. In contrast, it was determined that group relationships and physical elements did not have a direct meaningful effect on performance. Demographic variables (gender, age, education level, role, and seniority) did not lead to significant differences in performance and motivation levels. This indicates that teacher performance develops based on managerial processes, school climate, and job design rather than individual characteristics. Overall, the research shows that strengthening participatory approaches in school management and work design regulations plays a critical role in improving teacher performance. The findings reveal that effective organizational-managerial motivation practices positively influence teacher behavior and the overall functioning of the school.

Keywords: Teacher Performance, Organizational-Managerial Motivation, Job Characteristics, Participatory Management, School Climate, Performance Analysis.

Submitted Date: 03.10.2025

Acceptance Date: 04.11.2025

Electronic Issue Date: 17.11.2025

KAYNAK GÖSTER

Sakallı, S., Çakar Yakut, S., Mennan Özkan, Ö., & Bulunmaz, Y. (2025). Eğitim Kurumlarında Örgütsel-Yönetsel Motivasyon Uygulamalarının Öğretmenlerin Performanslarına Etkisinin İncelenmesi. Akademik Eğitim Ve Araştırma Dergisi, 2(1), 43-64. https://doi.org/10.5281/zenodo.17833910

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