Okul Yöneticilerin Kurumsal İmaj Algılarının Örgütsel Özdeşleşme Düzeylerine Etkisine İlişkin Veri Analizinin ve Araştırma Bulgularının İncelenmesi

Abstract

In this research, it is aimed to examine the data analysis and research findings related to the effect of school administrators' perceptions of corporate image on organizational identification levels. In this research on the effect of school administrators' perceptions of corporate image on organizational identification levels, the survey method was used to collect data in parallel with performing data analysis. The sample of the research consists of 40 school administrators selected by random sample who worked in official primary schools of Bahçelievler district of Istanbul province in the 2016-2017 academic year in which the research was conducted. According to the findings of the research, school administrators' perceptions of corporate image are medium and their organizational identification levels are high. With the perception of corporate image and corporate image the relationship between organizational identification organizational identification levels of correlation between weak, has a significant positive correlation (R=0.344, p=0,030<0.05). The result was obtained that there was a weak but positively significant relationship. A regression analysis to determine the relationship of cause and effect between corporate image and organizational identification was found to be statistically significant (F=6,235; p=0,017 for<0.05). As a determinant of the level of organizational identification, it was found that its relationship with corporate image variables (explanatory power) was weak (R2=0.118). The level of corporate image of managers increases the level of organizational identification (ß=0.905). Organizational identification levels of school administrators with perceptions of corporate image; it was concluded that there was no significant difference according to seniority year, educational status, marital status and age. The perceptions of corporate image of those who had 5 years of study at school and less increased more than those who had 5 years and more. On the other hand, there was no statistical significance of organizational identification levels according to the variable of the working year at school. In accordance with the scientific statistical data obtained, suggestions were made to researchers and senior Ministry of Education (Ministry of National Education) managers for scientific studies.