ERG SES C 02, Psychology and Education
21st century is an era that quick changes are seen in every field. Life of individuals who keep up with era get more complicated day by day. This complex system mostly affects negatively individuals’ psychology and it triggers depression (Lewis, 2012, 1).
Feeling of depression and its bad effects disperse organizations over employees. Organizational depression is psychological reaction that organization encounters a situation which affects its own system negatively. Depression that appears in work place, can take place in the organization after bad situations, can change its order and leads to affected badly its process. For that reason, organizations can have psychological problems and need treatment like individuals (Cohen and Cohen, 1993).
Depression in the organization can be caused not to overcome the barriers in the workplace (Lussier, 1996, 144). Oganizational depression can appear because of negative atmosphere, closed culture to change, disappearing commitment, feeling of alienation, decreasing performance and job satisfaction (Vardi ve Weitz, 2004, 135). Because, individuals that constitude the organizations are emotional creatures and they can transfer their feelings to the organizations which they work.
Individuals who work in the organizations in depression feel unhappy themselves and try to leave there. When they can’t leave the place, they feel snared. The symptoms of the depression in the organization mostly are indifference to work, decreasing productivity, low creativity, lack of coordination, ethic problems, being closed to innovations, resistance to change, lack of pleasure, indifference to future, not giving up the past, belief in not changing of exist situation, communication problems in or among departments, increasing job accidents because of security problems, coming late to work, indifference to work, increasing of absenteeism, feeling of guilty because of the exist situation and complaining about being tired (Bloomfield ve McWilliams, 1995, 22).
Depression can be appeared in educational organizations that are social organizations. Teachers play the most important role in the schools (Senemoğlu, 1990), so it is important to be happy for teachers in order to fulfill the expectations (Başaran, 2000). Stress in schools leads to personnel and organizational problems (Şahin, 2007). When it isn’t interfered, problems increases, relationships deteriorates, depression appears. For that reason, creating awareness for organizational depression that affects each person in a school and implementations to prevent depression are very important (Bilchik, 2000).
In this study, it is aimed to identify organizational depression in high schools according to the views of teachers. It is tried to find answers to the questions below in accordance with this general purpose:
- What is the level of the depression in high school according to teachers’ views?
- Do teachers’ views concerning the level of organizational depression differentiate according to gender, the level of education, marital status, number of children, branch, type of the high school, lesson hours for a week, tenure, tenure at the same school, number of school administrators in the present success of YGS-LYS, parent interest, styles of school administrators, relationship between school administrators and teachers, relationship between teachers and teachers?
This study is a quantitative research. The population of the research consisted of 5000 high school teachers in 2014-2015 academic year. The sample of the research consists of 500 teachers who work at different branches in high schools in Van (at the east part of Turkey). Stratified sampling method was used for choosing the samplings. Accordingly, types of high school were taken as strata and they were divided into four group as Science high school, Anatolian High school, Vocational high school for girls and Technical vocational high school. After the rates of teachers in each school in total were paid attention, 500 teachers were taken to sample group. It is important to be chosen schools from different social economical environments. Sezer’s (2011) “Organizational Depression Inventory” and personal information form were used to collect the data. Scale consists of 42 items. Positive answers refer to high point whereas negative answers refer to low point. When total point is high, it means that the level of organizational depression is low. On the other hand, if total point is low, it means the level of organizational depression is high. The data were analyzed by SPSS packet program, descriptive statistics techniques (mean, standard deviation, standard error, frequency, variance and percentage) and parametric tests (t-test and ANOVA) and Two-step Cluster Analysis for quantitative data. Besides, descriptive analysis was used for analyzing qualitative data in the scale.
It is concluded that teachers thought that they had moderate level organizational depression in high schools. The result of two-step cluster showed that 35.8 % percent of teachers thought that there is low level organizational depression, 29 % percent of teachers thought that there is moderate level organizational depression, 35.2 % percent of teachers believe that there is high level organizational depression in high schools. In the light of study results, there is a significant difference in terms of marital status, type of the high school, lesson hours for a week, tenure, success of YGS-LYS, parent interest, styles of school administrators, relationship between school administrators and teachers, relationship between teachers and teachers. There is no significant difference in terms of thelevel of education, number of children, branch, tenure at the same school, number of school administrators in the present. When single teachers were compared with married teachers, they thought that single teachers had high level organizational depression. According to teachers, there was high level organizational depression in religious oriented high school. Teachers who had low work load had low level organizational depression.teachers that had 3-5 years of tenure had low level organizational depression, whereas teachers that had much more tenure had high level organizationla depression. As an notable finding, it culd be said that teachers who worked in the high schools that had low academical achievement thought that there was high level organizational depression. Besides, teachers who worked in high schools which parential interest was low had high level organizational depression. Teachers who worked autocratic school administrators had high level organizational depression, whereas teachers who worked democratic school administrators had low level organizational depression. Teachers who had good relationships with school administrator and colleagues had low level organizational depression.
Başaran, İ. E. (2000). Eğitim yönetimi: Nitelikli okul. Ankara: Feryal Matbaası. Bilchik, G. S. (2000). Organizationaldepression. H&HN: Hospitals&Health Networks, 74(2), 34-38. Bloomfield, H. H. ve McWilliams, P. (1995). How tohealdepression.London: Thorsons. Bursalıoğlu, Z. (2002). Okul yönetiminde yeni yapı ve davranış.Ankara: Pegem Yayıncılık. Gray, H. (2008). Workanddepression in economicorganizations: Theneedforaction. Deveopmentand Learning in Organizations: An International Journal, 22(3), 9-11. Lewis, B. (2012). Depression.Newyork: Routledge. Lussier, R. N. (1996). Human relations in organizations. (3rd Edition). Boston: Irwin McGraw Hill. Senemoğlu, N. (1990). Öğretmen adaylarına 'genel kültür' kazandırma bakımından fen-edebiyat ve eğitim fakültelerinin etkililiği. Çağdaş Eğitim Dergisi. Sezer, S. (2011). Örgüt depresyonu ölçeğinin geliştirilmesi ve psikometrik niteliklerinin belirlenmesi. “İş, Güç” Endüstri İlişkileri ve İnsan Kaynakları Dergisi, 13(1). 39-50. Şahin, D. E. (2007). Öğretmenlerin mesleki tükenmişlik düzeyleri (Ankara ili ilköğretim ve ortaöğretim okulları örneği). Gazi Üniversitesi: Yayımlanmamış yüksek lisans tezi. Vardi, Y. ve Weitz, E. (2004). Misbehavior in organizations. New Jersey: Lawrence Erlbaum Associates.
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