The relationship between teachers’ critical thinking dispositions and organizational dissent behaviors
Makaleler > Tam Makale · 2018
Yazarlar: Elif ILİMAN, Yahya Altinkurt
HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, SCI Expanded İndekslerine Giren Dergi, Uluslararası, Emerging Sources Citation Index (ESCI), 2018, cilt 33, ss 897-914
Özet
The main purpose of this study is to define to what extend teachers’ critical thinking dispositions predict organizational dissent behaviors. Besides, whether teachers’ critical thinking dispositions and organizational dissent behaviors show significant difference according to the demographic variables is also analyzed. The research is designed in survey model. The sample of the research consists of 377 teachers working in public schools in Muğla province. Organizational Dissent Scale and Florida Critical Thinking Dispositions Scale are used as data collection tools. In the analysis of the data, descriptive statistics, ANOVA, MANOVA and regression are used. According to the findings, teachers’ critical thinking disposition levels are above middle level. Teachers’ critical thinking disposition levels do not differ significantly according to the main effects of seniority and school type, and the seniority-school type interaction. Teachers’ dissent behaviors are at a moderate level. Teachers mostly express their dissent to their administrators, then respectively to their colleagues and to their family and friends outside the organization. According to the seniority variable, teachers’ dissent behaviors do not differ. According to the school type variable, teachers’ lateral dissent behavior differs significantly. According to the seniority-school type interaction teachers’ organizational dissent behaviors also do not differ significantly. Teachers’ critical thinking dispositions explain 11% of articulated dissent behaviors and 6% of displaced dissent behaviors.