THE EFFECTS OF SCHOOLS’ BUREAUCRATIC STRUCTURES ON TEACHER PROFESSIONALISM: A STUDY ON HIGH SCHOOL TEACHERS

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This study aimed to examine the relationship of bureaucratic structures of schools to teacher professionalism. A prediction research design was used to collect data from 341 teachers working in Yenimahalle district of Ankara. Enabling School Structure Scale and Teacher Professionalism Scale were administered to participants. Gender, teaching field, educational status, school type, age and professional experience were included as control variables. To analyze the research data, descriptive statistics, such as arithmetic mean, standard deviation and Pearson correlation coefficients, and multiple regression analysis were used. Findings indicated that participants predominantly perceived school structures enabling rather than hindering and they attached highest importance to professional sensitivity among professionalism dimensions. Female teachers had higher levels of personal development, professional sensitivity and emotional labor than their male counterparts. Hindering structure was not a significant predictor of personal development, contribution to school and professional sensitivity dimensions of teacher professionalism; but had negative effects on emotional labor. On the other hand, enabling structure had significantly positive effects on all professionalism dimensions. Establishing enabling bureaucratic structure was found to be important but not sufficient for promoting teacher professionalism. In addition to enabling structure, positive climate and organizational support may be effective in promoting teacher professionalism.

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Schools’ bureaucratic structures , teacher professionalism , high school , teacher

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi