Abstract
The research was conducted to find out the perceptions of the administrators working in primary and secondary schools related to the organizational dissent. The research contributes to the teachers in respect to their level of job satisfaction and development of positive attitude towards the school as well as the embracement of democratic units in the schools. The research is a case study from the qualitative research patterns. Working group consists of 15 school administrators (principals and deputy principals) working in primary and secondary schools in Mardın in the academic year of 2012-2013. Criterion sample method was used in determination of school administrators in working group. The research data was collected by interview method and analyzed by using descriptive and content analysis method. According to the results derived from the analysis, teachers mostly dissent in case of the assignments given to them and they prefer lateral dissent strategy. In accordance with the findings, organizing impressive communication seminars for school administrators, arranging face-to-face meetings, whose subject is apart from school affairs, between administrators and teachers periodically, and making legal regulations in respect to organizational dissent which harms educational institutions are proposed.
Highlights
In the course of time, human beings can’t meet their needs by themselves and seek for collaboration in order to achieve specific goals
Organizational dissent which is defined as the expression of the disagreements or contradictory ideas about organizational practices or policies begins with a triggering event (Graham, 1986, p.2; Kassing, 1997, p.314)
This study lays emphasis on the reasons and the styles of dissenting behaviors exhibited by the teachers according to the perceptions of the school principals working at primary and secondary schools
Summary
In the course of time, human beings can’t meet their needs by themselves and seek for collaboration in order to achieve specific goals. The first strategy articulated/upward dissent emerges when organization members express their opposite ideas to the ones who have power to affect the balance in the organization (Kassing, 1997, p.326; Kassing, 1998, p.199; Kassing & Avtgis, 1999, p.102). This study lays emphasis on the reasons and the styles of dissenting behaviors exhibited by the teachers according to the perceptions of the school principals working at primary and secondary schools. This study aims at determining the perceptions of the school principals working at primary and secondary schools about organizational dissent In line with this aim, answers to the following questions are searched: To which practices of the principals do the teachers exhibit dissenting behaviors? Specification of the practices of principals to which the teachers exhibit dissenting behaviors and taking precautions against them may contribute to adoption of democratic values in schools; make teachers develop a positive attitude towards schools and increase their job satisfaction (Hegstrom, 1991; Redding, 1985; Stanley, 1981)
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