THE RELATIONSHIP BETWEEN ORGANIZATIONAL SILENCE EDUCATION EXPERIENCED IN SECONDARY EDUCATION INSTITUTIONS AND SCHOOL CULTURE

Abstract

Organizations can be thought of as small social examples created by people. In order for the organization to make progress in the rapidly changing and developing world, it may be necessary for the members of the organization to be in effective communication and to express their opinions without hesitation on every issue that concerns the organization. Silence is one of the most important factors preventing the development and change of the organization. Organizational silence may occur in organizations where there are members who cannot express their opinions and where effective communication is not dominant. However, just as different societies around the world have different cultures, each organization has its own unique culture. Culture is the most important organizational element that enables the organization to survive and maintain its existence against various changes in its environment. The cultures of organizations whose ultimate aim is to survive and adapt to every development can be affected by situations such as organizational silence and this effect can be reflected in the development of the organization. The purpose of this study is to determine the relationship between organizational silence in secondary education institutions and school culture according to teachers' opinions. The relationship between organizational silence and school culture was examined according to the variables of gender, type of school they work and professional seniority of teachers working in secondary education institutions. The population of the research consists of 859 teachers working in secondary education institutions in the Central district of Düzce, and the sample consists of 402 teachers working in 23 public schools in the Central district of Düzce. All of the general high schools in the central district of Düzce were included in the study, and the teachers to whom the measurement tool was applied were determined by easy sampling method. In the study, Organizational Silence scale and School Culture scale were used to collect data. The collected data were analyzed in the SPSS program. The role and relationship of organizational silence on school culture; independent samples t-test, one-way analysis of variance and kruskal wallis tests were applied to determine whether teachers differ according to gender, type of school and professional seniority. Pearson Correlation analysis was conducted to determine whether there is a significant relationship between organizational silence and school culture. The results obtained as a result of the research can be summarized as follows: According to the opinions of teachers working in secondary education institutions in the central district of Düzce, a low-level negative significant relationship was found between organizational silence and school culture. There is no significant difference between the views of teachers on organizational silence and its sub-dimensions and their gender. There was no significant difference between organizational silence and its sub-dimensions and school type. A significant relationship was found between organizational silence sub-dimensions, silence for the benefit of the organization and professional seniority. There is no significant difference between the views of teachers on school culture and all its sub-dimensions, and their gender. A significant difference was found between all sub-dimensions of school culture and the school type variable. A significant difference was determined between the other sub-dimensions of the school culture variable except the support culture sub-dimension and the professional seniority variable. Organizational silence and sub-dimensions were found to have a moderately significant negative relationship with success culture and support culture. A low-level significant positive correlation was found between organizational silence and sub-dimensions and bureaucratic culture. Organizational silence is not a significant predictor of task culture.