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In this research, the relationships between managerial roles, organizational climate and emotional labor were examined based on teachers' opinions. Correlational design was used in this study conducted quantitavely. The data obtained from 535 elementary school teachers in Kahramanmaras in the academic year of 2019-2020. Managerial Roles Scale (MRS), Organizational Climate Description Questionnaire for Elementary Schools (OCDQ-RE) and Emotional Labor Scale (ELS) were used to collect data. To analyze data set frequency, mean, standard deviation, t-test, ANOVA, Post-Hoc Tests, Pearson Moments Product Correlation Coefficient, multiple linear regression analysis and mediation effect calculations were performed. Results show that there were significant differences in the views of the participants regarding managerial roles and organizational climate in terms of gender, branch and job location variables. Participants' views on emotional labor differ significantly according to the variable of gender, branch, job location, marital status, age, education level and time at work. It is seen that managerial roles are related to organizational climate. A relationship between organizational climate and emotional labor was also found out. The same relationship wasn't fully detected between managerial roles and emotional labor sub-dimensions/dimensions. Regression analyzes show that managerial roles predict organizational climate and emotional labor. Similarly, organizational climate is a predictor of emotional labor. Finally, it has been determined that organizational climate is a full mediator of managerial roles in predicting emotional labor. It has been found that there are generally positive and significant relationships between managerial roles, organizational climate and emotional labor. The research is considered important as it is observed that managerial roles predict organizational climate and organizational climate also predicts emotional labor. In this research, the relationships between managerial roles, organizational climate and emotional labor were examined based on teachers' opinions. Correlational design was used in this study conducted quantitavely. The data obtained from 535 elementary school teachers in Kahramanmaras in the academic year of 2019-2020. Managerial Roles Scale (MRS), Organizational Climate Description Questionnaire for Elementary Schools (OCDQ-RE) and Emotional Labor Scale (ELS) were used to collect data. To analyze data set frequency, mean, standard deviation, t-test, ANOVA, Post-Hoc Tests, Pearson Moments Product Correlation Coefficient, multiple linear regression analysis and mediation effect calculations were performed. Results show that there were significant differences in the views of the participants regarding managerial roles and organizational climate in terms of gender, branch and job location variables. Participants' views on emotional labor differ significantly according to the variable of gender, branch, job location, marital status, age, education level and time at work. It is seen that managerial roles are related to organizational climate. A relationship between organizational climate and emotional labor was also found out. The same relationship wasn't fully detected between managerial roles and emotional labor sub-dimensions/dimensions. Regression analyzes show that managerial roles predict organizational climate and emotional labor. Similarly, organizational climate is a predictor of emotional labor. Finally, it has been determined that organizational climate is a full mediator of managerial roles in predicting emotional labor. It has been found that there are generally positive and significant relationships between managerial roles, organizational climate and emotional labor. The research is considered important as it is observed that managerial roles predict organizational climate and organizational climate also predicts emotional labor. Bu araştırmada yönetici rolleri, örgüt iklimi ve duygusal emek arasındaki ilişkiler öğretmen görüşlerine göre incelenmiştir. Nicel yöntemle yapılan bu çalışmada ilişkisel tarama deseni kullanılmıştır. Veriler, 2019-2020 eğitim-öğretim yılında Kahramanmaraş ilindeki 535 ilkokul öğretmeninden elde edilmiştir. Verilen toplanması için Yönetici Rolleri Ölçeği (YRÖ), Örgüt İklimi Tanılama Ölçeği (ÖİTÖ) ve Duygusal Emek Ölçeği (DEÖ) kullanılmıştır. Veri setinin çözümlenmesi için frekans, aritmetik ortalama, standart sapma, t-testi, ANOVA, Games Howell ve LSD testleri, Pearson momentler çarpımı korelasyon katsayısı hesaplamaları, çoklu doğrusal regresyon analizleri ve aracılık incelemeleri yapılmıştır. Analizler sonucunda cinsiyet, branş ve görev yeri değişkenleri açısından katılımcıların yönetici rollerine ve örgüt iklimine ilişkin görüşlerinde anlamlı farklılıklar olduğu saptanmıştır. Katılımcıların duygusal emeğe ilişkin görüşlerinde ise cinsiyet, branş, görev yeri, medeni durum, yaş, öğrenim durumu ve okuldaki süre değişkenlerine göre anlamlı farklılıklar bulunmaktadır. Bunun yanı sıra yönetici rollerinin örgüt iklimi ile ilişkili olduğu belirlenmiştir. Çalışmada ayrıca örgüt iklimi ve duygusal emek arasında bir ilişki olduğu da gözlenmiştir. Ancak aynı ilişki yönetici rolleri ve duygusal emek alt boyutları/boyutları arasında tam olarak gözlenmemiştir. Çoklu doğrusal regresyon analizleri, yönetici rollerinin örgüt iklimini ve duygusal emeği yordadığını göstermektedir. Benzer şekilde, örgüt iklimi de duygusal emeğin anlamlı bir yordayıcısıdır. Son olarak yönetici rollerinin duygusal emeği yordamasında örgüt ikliminin tam aracılığının bulunduğu ortaya konulmuştur. Araştırmada genel olarak yönetici rolleri, örgüt iklimi ve duygusal emek arasında pozitif yönlü ve anlamlı ilişkiler olduğu belirlenmiştir. Çalışma, yönetici rollerinin örgüt iklimini, örgüt ikliminin de duygusal emeği yordaması açısından dikkat çekicidir. |
