The relationship between organizational dissent and organizational ostracism according to teacher perceptions

The general purpose of this study is to examine the relationship between organizational dissent and organizational ostracism according to teacher perceptions. The universe of the study consists of teachers who continue their duties in official kindergartens, primary schools, middle schools and high schools in Elazığ in the 2021-2022 academic year. In the study, quantitative research method were used. The sampling of the study was determined by quota sampling method and the research was carried out by analyzing the data obtained from 626 teachers working at various levels of education. In the study, relational screening model, one of the general screening model types, was used. Within the scope of the research, the data were collected with the Organizational Dissent Scale (ODS), Organizational Ostracism Scale (OOS) and the personal information form prepared by the researcher. In the study, statistical package program was used in the analysis of the data. The obtained data were examined by reliability, percentage, frequencies, t-test, One-Way Analysis of Variance, Pearson Correlation analysis and Multiple Regression Analysis. According to the findings obtained from the research, it was seen that the vertical dissent score of the sub-dimension and the total OD was high, while the horizontal dissent score, which is the other sub-dimension, was at a medium level. It was determined that the scores of the total OO and nothingization&isolation, which are the sub-dimensions of OO, were very low.According to teacher perceptions, it was determined that OD and the vertical and horizontal dissent, which are the sub-dimensions of OD, did not show a statistically significant difference according to gender, marital status, type of school, branch, length of service and age variables. According to teacher perceptions, it was seen that OO and isolation & nothingization, which is the sub-dimensions of OO, did not show a significant difference according to marital status, length of service and age variables. On the other hand, according to the research findings, it was determined that OO and isolation & nothingization, which is the sub-dimensions of OO, had significant differences according to gender, school type and branch variables. In the gender variable, men's perceptions of OO (the sub-dimension of loneliness and nothingness) compared to women are significantly higher. In the school type variable, OO (the sub-dimension of isolation and nothingization) perceptions of preschool teachers were significantly higher than secondary and high school teachers. At the same time, OO perceptions of primary school teachers (the sub-dimension of isolation and nothingization) are significantly higher than secondary and high school teachers. In the branch variable, OO perceptions of social sciences teachers (the sub-dimension of isolation and nothingization) are significantly higher than science teachers. OO (sub-dimension of isolation and nothingness) perceptions of fine arts/physical education/conservatory teachers have significantly higher than science and social sciences teachers. According to the results of Pearson correlation analysis, there are significant positive relationships between OD (vertical dissent, horizontal dissent) and OO (nothingization, isolation). As a result of multiple regression analysis, it is seen that the total scores of organizational dissent, vertical and horizontal dissent dimensions significantly predict the perception of OO. According to these results, it can be said that the level of organizational dissent explains about 15% of the total variance in the perception of organizational ostracism.