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标题：The relationship between self-sabotage and organizational climate of schools
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作者：Gülsüm SERTEL ; Zeynep Meral TANRIÖĞEN
期刊名称：Educational Research and Reviews
印刷版ISSN：1990-3839
出版年度：2019
卷号：14
期号：15
页码：541-550
DOI：10.5897/ERR2019.3784
出版社：Academic Journals
摘要：This study aimed to determine the relationship between self-sabotage behaviours of school administrators and teachers and their perceptions of organizational climate in schools. In the present study, ‘correlational screening model’ which is a quantitative research method was used. A sample consisting of 1204 teachers and 166 administrators working in 74 Turkish schools was selected through stratified cluster sampling method to carry out this study. In order to measure self-sabotage levels of teachers and administrators, “The Self-Handicapping Scale” and “School Climate Scale” were conducted as data collection tools. “Pearson Product Moment Correlation” (PPMC) was used to investigate the relationship between self-sabotage and organizational climate in schools and “Multiple Linear Regression Analysis” was used to find out to what extent organizational climate predicts the self-sabotage. It was found out that self-sabotage and organizational climate in schools and all of its sub-dimensions were negatively correlated at a low level. As a result of the regression analysis, it was revealed that the collaboration sub-dimension of the school climate was an important predictor of self-sabotage. According to results of this study, it is recommended that there should be an increase in positive perception in the organizational climate of educational institutions and effective communication between employees as this will create respect, trust, sincerity, friendship and reduce self-sabotage among administrators and teachers.
关键词：Self-sabotage; school climate; organizational climate; leadership and participation; collaboration; educational environment. Copyright © 2019 Author(s) retain the copyright of this article.