Teacher perceptions of occupational proefssionalism and collobrative climate Ankara province Keçiören example

It is an undoubted reality that the behavior, performance, and motivation of teachers, who are the only laborers of education, directly affect individuals who are the object of education. Teachers' professionalism in performing their occupations will reduce margins of error and it will be easier for individuals to gain desired behaviors. From this point of view, it is very important that teachers have a personal sense of professionalism, that their occupation has the standards required for professionalism, and that their occupation is a professionalized one. As a professional occupation, teaching in the school environment requires team spirit and collaboration. The collaborative climate is a natural necessity of professionalism. The aim of this study, which is based on the importance of occupational professionalism and a collaborative climate, is to reveal the relationship between occupational professionalism and the perceptions of teachers working in primary schools of Ankara's Keçiören district. A correlational survey model was used in this research. The correlational survey model is a research model that aims to determine the presence and/or degree of interchange between two or more variables. The population of this study consists of teachers working in public primary schools in the second semester of the 2018-2019 academic year in the Keçiören district of Ankara. In this study, a simple random sample was selected and teachers who were in the school on the days of the study or who agreed to voluntarily fill in the surveys that were dropped off at the school were included in this sample. 605 surveys were distributed and 355 were returned. The research data was collected with the Occupational Professionalism Scale developed by Yılmaz and Altınkurt (2014) to determine the occupational professionalism levels of the teachers and the Collaborative Climate Scale developed by Limon and Durnalı (2017) to determine the teachers' perception of the collaborative climate. Data was analyzed with SPSS 20 package and descriptive statistics such as normality test, arithmetic mean, standard deviation and statistical methods such as Mann Whitney U test, Kruskal Wallis H test, and Spearman Rho Correlation analysis were used. According to the results of the study, the perception of vocational professionalism of teachers working in primary schools and the perception of collaborative climate is at the "Agree" level (high). Teachers' perceptions of occupational professionalism scale, personal development and contribution to the institution sub-dimensions are at the "agree" level. Professional sensitivity and perceptions of emotional labor, one of the sub-dimensions of professional professionalism scale, are "strongly agree". It is seen that elementary school teachers' perceptions of collaborative climate are at the level of "Agree". Collaborative climate scale; the perceptions of teachers regarding the sub-dimensions of collaborative organizational culture, manager attitude towards cooperation, teacher attitude towards cooperation, and intra-level cooperation are at the level of "agree". While teachers' perceptions of occupational professionalism do not show a significant difference in the sub-dimensions of personal development, contribution to the institution, professional sensitivity according to the "gender" variable, there is a significant difference in the emotional labor dimension of women. There was no significant difference between male and female participants in the sub-dimensions of the second survey of the "gender" variable (collaborative organizational culture, organizational culture for cooperation, teacher attitude towards cooperation, intra-group cooperation). There was no significant difference in the perceptions of the teachers in terms of occupational professionalism and collaborative climate and occupational professionalism and collaborative climate sub-dimensions according to branch, marital status and professional seniority variables. It was observed that teacher perceptions did not differ from the total and sub-dimensions of occupational professionalism scale in terms of personal development, professional sensitivity, contribution to the institution according to the "unionization" variable. However, teacher perceptions show a significant difference in the emotional labor sub-dimension according to the "unionization" variable. There was no significant difference in the teachers' perceptions according to the "unionization" variable in the total and sub-dimensions of the collaborative climate scale. There was no significant difference in the total and sub-dimensions of teachers' perceptions of professional professionalism according to "union preference" variable. There was no significant difference in the total and sub-dimensions of teachers' perceptions in terms of collaborative climate according to "union preference" variable. A significant positive correlation was found between occupational professionalism in primary schools and teachers' perceptions about collaborative climate.