Primary School Teachers' Perceptions of Organizational Silence

Abstract

This study, which investigated teachers' perceptions of organizational silence, was conducted in a quantitative and descriptive survey model. The sample of the research consists of classroom teachers working in public schools and institutions in the central districts of Denizli. Data was collected from 413 of these teachers by easily accessible sampling method and online. Frequency, mean, standard deviation and parametric tests such as t test, analysis of variance and post hoc Tukey analysis were used in the analyses. Teachers' organizational silence is at the highest level: "I remained silent at work because I did not want to upset my superiors and colleagues." It is in the article. At the "Sometimes" level, I kept this silent at work because "nothing would change anyway." While watching the item, the lowest average is "Very little" and "I remained silent at work because I was worried that others would take advantage of my ideas." and “I kept quiet at work because I didn't want to give away the advantage of my knowledge.” It was observed that the articles. When teachers' organizational silence sub-dimensions are examined, the highest level is in the dimension of silence for the benefit of the organization and at the "Sometimes" level. This is followed by the acquiescent passive silence dimension at the "Sometimes" level, while the lowest average is in the opportunistic silence dimension at the "very little" level. It is at the "Sometimes" level of general organizational silence perceptions. Teachers' perceptions of organizational silence did not differ according to the personal characteristics of classroom teachers, seniority and career.

However, according to age, teachers aged 23-30 have higher perceptions of organizational silence. According to gender, it was concluded that female classroom teachers remained more silent in the LMS dimension than males. It was concluded that teachers' perceptions of organizational silence differ significantly in their perceptions of acquiescent passive silence and general silence according to the socio-economic level of the environment in which the school is located, and that this difference is higher in the perceptions of teachers working at a medium level in the socio-economic environment where the school is located and in favor of teachers working at a higher level and in favor of those working in a higher level environment. has been reached.