The relationship between teachers' perceptions of gender equality, organizational ostracism, and organizational obstructıon
Teachers' perceptions of gender equality, organizational ostracism, and organizational obstructıon
Abstract
The main aim of this study is to define the relationship between teachers' perceptions of gender equality, organizational ostracism, and organizational barriers. The study population of the research consisted of teachers working in public schools in Bolu province and its districts in the 2020-2021 academic year. Data were collected online and 493 participants were included in the research. In the study in which the screening model was used, frequency, percentage, Mann Whitney U test, Kruskal Wallis test, and in the analysis of the data we use simple linear regression analysis tests. When we examine the research findings, it was found out that the gender equality perceptions of the teachers participating in the study are "strongly agree" in the sub-dimensions of family life, school life, social life, work-life, and "strongly agree" in the family effect sub-dimension; “I totally disagree” with the sub-dimensions of isolating and nihilating organizational exclusion scale; In the organizational barriers scale, it was found out that the level of "I do not agree". In addition, it was found that teacher perceptions differed statistically significantly according to some demographic characteristics. At the last stage, it was concluded that gender equality significantly predicted organizational ostracism and organizational barriers, albeit at a low level.
Keywords: Organizational obstruction; organizational ostracism; social gender equality; teacher
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