The Relationship of Organizational Silence with Favoritism in School Management and Self-Efficacy Perception of Teachers

Abstract

The purpose of this study is to explore the perception of teachers’ about organizational silence, favoritism in school management and self-efficacy and relationships among these variables. The study’s sample consists of 473 teachers that work in 24 primary schools in the central districts of the city of Ankara. It is descriptive study in relational screening model. The study’s data were collected by The Organizational Silence Scale for Teachers, The Favoritism Scale in the School Management and Teacher’s Sense of Efficacy Scale. Descriptive analysis, Pearson Product-Moment Correlation Analysis, Multiple Linear Regression Analysis are used for the analysis of the data. As a result of the study, the organizational silence perceptions of teachers are revealed as being on the medium level; favoritism in school management is revealed as being on the low level; and self-efficacy perceptions are revealed as being on the high level. It is found that, organizational silence and favoritism in school management are related significantly and positively on the medium level. By contrast, the self-efficacy perceptions of teachers are observed to be not significantly related to organizational silence and favoritism in school management perceptions of teachers. As a result of the performed multiple linear regression analysis, coordination and evaluation sub-dimensions of favoritism are observed to be significant predictors of fear and perceived risk. Furthermore, the evaluation dimension of favoritism is determined as a significant predictor of contextual factors dimension of organizational silence. Based on the research results, it is suggested that the problem of nepotism in the school should be evaluated in a comprehensive manner and teachers should be encouraged to express problems observed at school by school administrators.