Teachers selfishness level in educational organization according to the perception of teachers and school administrators

In order to achieve effectiveness and efficiency in education and training, it is a very important process to increase the quality of educational institutions, to maintain their development and to find value in the eyes of stakeholders in ethical behavior. In this study, it is aimed to determine the level of selfishness that teachers and school administrators, one of the most important stakeholders of educational institutions, observe or experience in educational environments. The research was carried out with the descriptive survey model, one of the quantitative research methods. The target universe of the research is 3108 class and branch teachers and 240 school administrators who work in official primary, secondary and high school levels in the 2019-2020 academic year in Aydın province Efeler District; the sample consists of 356 teachers selected with proportional sample and 139 school administrators selected with simple random sample. The selfishness scale in education, which is used as a data collection tool, was analyzed with SPSS 22.0 software. As a result of the research; according to the perceptions of both teachers and school administrators about selfishness in education, the highest average score was found in utilitarianism. According to the average of points, the harming size ranks second and the share size has the lowest average score. According to the gender factor, the perceptions of female teachers about selfishness in education made a significant difference in terms of sharing and harming compared to male teachers, but there was no statistically significant difference in the views of school administrators according to their gender. There was no statistically significant difference in the perceptions of both teachers and school administrators about selfishness in education according to marital status and school duty factor. According to the educational status factor, it was determined that the average score of master graduate teachers in all dimensions of the scale was higher than the graduate teachers. According to the school level, it was observed that the teachers working at the primary school level had a higher average score in terms of sharing and utilitarianism than the teachers working in the secondary and high school levels. On the other hand, the average score in the sharing dimension of school administrators at primary school level was found higher than the school administrators at high school level. It has been determined that the average score in the sharing dimension of teachers with professional seniority of 21 years and more is higher than the teachers with seniority of 10 years or less. In terms of utilitarianism, it was determined that the teachers who have 21 or more professional seniority have higher average scores than the teachers with 11-20 years of seniority. There was no statistically significant difference in the views of school administrators about selfishness in education according to the professional seniority factor. Teachers' views on selfishness in education; while there is no significant difference in terms of working time in the same school, it was found out that school administrators, who have been working in the same school for 21 years and more, differ from the ones working in the same school for 10 years and less in terms of sharing, the ones working for 11-20 years in terms of utilitarianism and the ones working for 10 years and less in terms of harming. According to branch factor, while it was found out that the views of the classroom teachers had a higher average score than the views of the vocational teachers; the branches of school administrators do not affect their views about selfishness in education. As a result, teachers' genders, branches and seniority, educational status; school administrators' working time in the same school, and teachers' and school administrators' school levels affect their views on selfishness in education. According to these results, researchers were suggested to conduct studies that reveal the reasons for the meaningful differences in participants' thoughts, and to conduct various interviews and psychotechnical tests in order to determine the levels of ethical behavior before starting candidate teachers.