İlköğreti̇m okulu yöneti̇ci̇leri̇ni̇n ve öğretmenleri̇ni̇n sendi̇kalara i̇li̇şki̇n görüşleri̇ni̇n farkli deği̇şkenlere göre i̇ncelenmesi̇: malatya i̇l merkezi̇ örneği̇

TL;DR: In this article, a survey based descriptive design was used to determine the perceptions of teachers and administrators working at primary schools about the educational unions according to various variables, and the results showed that there were meaningful differences between the views of trade union member and nonunion at all items.

Abstract: In this study, which is in a descriptive research design, it is aimed to determine the perceptions of teachers and administrators working at primary schools about the educational unions according to various variables. The population of this study consists of primary school teachers and administrators working at Malatya downtown at 2007-2008 academic years. The sample of this study consists of 323 teachers and 43 administrators working at 24 primary schools that were selected randomly from the population. In comparisons, (unrelated) t test, variants analysis, Krusskall-Wallis H test and Mann-Whitney U test have been utilized for independent samples. The results of this study showed that there were meaningful differences between the views of trade union member and nonunion at all items. While there were meaningful differences between the views of teachers according to the variables of gender, branc, seniority, and education level, there were not meaningful differences between the views of teachers only according to the variable of type of task.Democracy requires participation, consensus, equalitarianism and pluralism (Ozdemir, 1987). Trade unionism is a complementary element of democracy and also an integral part of democracy. Free and independent trade unions are supportive parts of democracy (Tortop, 2005: 142). In our country, teachers have a special place among civil servants. With teachers’ large share in the total number of civil servants, teacher unions’ will possibly be more and more important. Although teacher unions suffer from the lack of experience in this country, they are expected to make serious contributions to education life. For this reason, it is important to put forward teachers’ views on trade unionism. The purpose of this paper is to determine the perceptions of teachers and administrators working at primary schools about the educational unions according to various variables. In this study, a survey based descriptive design was used. After the related literature was examined, the theoretical framework was constructed and the questionnaire was drafted. The instrument used for data collection in this study was originally developed by the researcher. Before this draft was administered, the opinions of specialists, administrators and teachers were taken about the content and the language of this questionnaire and the necessary improvements were made. According to the results, Cronbach Alpha Coefficient was 0,8564 for the overall questionnaire. This study was carried out in Malatya city centre (total 3508 administrators and teachers who work at 163 primary schools) in 2007-2008 academic year. Using stratified sampling method, 43 administrators and 323 teachers working at 24 schools were selected randomly. A total of 366 questionnaires were validated and evaluated. The questionnaire that has 24 items was administered to these administrators and teachers. Data were analyzed by SPSS program. In comparisons, T-test and Mann-Whitney U test (for the variables of gender, branch, type of task and being a member of the union), One Way ANOVA and Kruskal-Wallis tests (for seniority and education level) were utilized to analyze the data. The results of this study showed that there were meaningful differences between the views of the trade union members and the ones that have no membership. While there were meaningful differences between the views of participants according to the variables of gender, branch, seniority and education level, there were not meaningful differences between the views of participants only according to the variable of type of task. According to the T-Test results (which has been made between males: N=238 and females: N=128), there were meaningful differences between the views of the men and women trade union members at the first item. At the first item, the ideas of women were more negative than the ideas of men. According to the T-Test results (which has been made between class teachers: N=219 and branch teachers: N=147), there were meaningful differences between the views of participants. At the items of 5 and 21, branch teachers have more positive opinions than class teachers. According to the One-Way ANOVA results (which has been made between the education levels of associate degree: N=77, undergraduate: N=274 and graduate: N=15), there were meaningful differences among groups at the item of 22. Scheffe test showed that there was a significant difference between the opinions of participants in the groups of associate degree and undergraduate at the item of 22. According to the results of Kruskall Wallis test, there were meaningful differences among education level groups at the items of 2 and 5. Kruskall Wallis test showed that there was a significant difference between the opinions of participants in the groups of associate degree and undergraduate at the items of 2 and 5. Kruskall Wallis test showed that there was a significant difference between the opinions of participants in the groups of associate degree and graduate at the item of 5. Participants were divided into three tenure groups: (1) 1-10 year, N= 119; (2) 11-20 year, N=153; (3) 21 year and above, N: 94. According to the One-Way ANOVA results, there were meaningful differences among tenure groups at the item of 5. At this item, less tenured participants had more positive opinions about educational unions. Scheffe test showed that there was a significant difference between the opinions of participants in the tenure groups of 1-10 year and 20 year and above at the item of 22. According to the results of Kruskall Wallis test, there were meaningful differences among tenure groups at the items of 6 and 22. Kruskall Wallis test showed that there was a significant difference between the opinions of participants in the tenure groups of 1-10 year and 20 year and above at the items of 6 and 22. Kruskall Wallis test showed that there was a significant difference between the opinions of participants in the tenure groups of 11-20 year and 20 year and above at the item of 6. T test and Mann Whitney U test showed that there were meaningful differences between the views of the trade union members and the ones that have no membership at all items except for the item of 23. The results of this study showed that most of the educational staff viewed trade unionism in this country as insufficient. Both the members of the unions and the ones that have no membership shared this view. There were meaningful differences between the views of the trade union members and the ones that have no membership, as it was found similarly at Gemici’s (2008) research. As Yildirim’s (2007) and Aldatmaz’s (2002) researches revealed, the results of this study showed that they want a legislative regulations that facilitate striking and collective bargaining. The results of this study also showed that women do not give much importance to unionization as it was found similarly by Boyaci (1994), Cinar (2008) and Aldatmaz (2002). Results imply that trade unions are not independent in their relationships with political entities.

Summary

AN EVALUATION OF PRIMARY SCHOOL ADMINISTRATORS AND TEACHERS’ OPINIONS ABOUT IN EDUCATIONAL UNIONS TO

• ACCORDING VARIOUS VARIABLES: CASE OF MALATYA CITY Tezcan YASAN* Özet: Betimsel tarama modelinin kullanıldığı bu araştırmada, ilköğretim okullarında görev yapmakta olan öğretmen ve yöneticilerin eğitim sendikalarına ilişkin görüşlerinin farklı değişkenlere göre incelenmesi amaçlanmaktadır.
• This study was carried out in Malatya city centre (total 3508 administrators and teachers who work at 163 primary schools) in 2007-2008 academic year.
• Kruskall Wallis test showed that there was a significant difference between the opinions of participants in the tenure groups of 11-20 year and 20 year and above at the item of 6.
• There were meaningful differences between the views of the trade union members and the ones that have no membership, as it was found similarly at Gemici’s (2008) research.
• Maddesinde işçi ve işverenlere tanımış olmasına karşın devlet memurlarının sendika kurma hakkından söz etmemiş ve bu hakkı yasaklayan bir tutum içine de girmemiştir (Gözübüyük 2000, 183).

3. BULGULAR

• İlköğretim okulu yönetici ve öğretmenlerin eğitim sendikalarına ilişkin görüşleri bağımsız değişkenler dikkate alınmadan Çizelge 2’de görülmektedir.
• 60 1.01 9 Sendika, üyelerinin çıkarlarını korumaktadır.
• Yapılan araştırmalar, kadınların sendika üyeliklerinde azınlıkta olduğunu, üye sayılarının yüksek olduğu durumlarda bile yönetimlerde ve sendikal faaliyetlerde üye sayılarıyla orantılı olarak temsil edilmediklerini göstermektedir (Toksöz ve Erdoğdu 1998, 40).
• Araştırmaya Katılan Grubun Branş Değişkenine Göre Parametrik Maddelerdeki Görüşleri (T-Testi Sonucunda Anlamlı Fark Bulunan Maddeler) P<.05* 5. maddedeki, “Eğitim sendikaları, belli siyasi fikirlere göre yapılanmıştır.” maddesine branş öğretmenleri ( X = 4,34) “tamamen katılıyorum” ve sınıf öğretmenleri ( X = 4,11) “katılıyorum” seviye aralığında yanıt vermişlerdir, also known as Çizelge 6.

Full text

ISSN: 1300-302X © 2012 OMÜ EĞİTİM FAKÜLTESİ
İLKÖĞRETİM OKULU YÖNETİCİLERİNİN VE ÖĞRETMENLERİNİN
SENDİKALARA İLİŞKİN GÖRÜŞLERİNİN FARKLI DEĞİŞKENLERE
GÖRE İNCELENMESİ: MALATYA İL MERKEZİ ÖRNEĞİ
AN EVALUATION OF PRIMARY SCHOOL ADMINISTRATORS AND
TEACHERS’ OPINIONS ABOUT IN EDUCATIONAL UNIONS TO
ACCORDING VARIOUS VARIABLES: CASE OF MALATYA CITY
Tezcan YASAN
*
Özet: Betimsel tarama modelinin kullanıldığı bu araştırmada, ilköğretim
okullarında görev yapmakta olan öğretmen ve yöneticilerin eğitim sendikalarına
ilişkin görüşlerinin farklı değişkenlere göre incelenmesi amaçlanmaktadır.
Araştırmanın evrenini, 2007–2008 öğretim yılında Malatya il merkezinde
çalışmakta olan ilköğretim okulu öğretmen ve yöneticileri oluşturmaktadır.
Araştırmanın örneklemi, evrenden tesadüfî örnekleme yoluyla seçilen 24 ilköğretim
okulunda görev yapan 323 öğretmen ve 43 yöneticiden oluşmaktadır.
Karşılaştırmalarda bağımsız örneklemler için t-testi, tek yönlü varyans analizi,
belirlenen farklılıkların hangi gruplar arasında olduğunu belirlemek için Scheffe
Testi, normallik varsayımının karşılanmadığı durumlarda ise parametrik olmayan
maddelere (non-parametrik) Mann-Whitney U Testi ile Kruskal Wallis H-Testi
uygulanmıştır. Araştırma sonucunda, sendikalı ve sendikasız eğitim çalışanlarının
görüşleri arasında (23. madde hariç) bütün maddelerde anlamlı farklılıklar
bulunduğu görülmüştür. Öğretmenlerin görüşleri arasında cinsiyet, branş, kıdem
ve öğrenim durumu değişkenlerine göre bazı maddelerde anlamlı farklılıklar
bulunurken, eğitim çalışanlarının görev türü değişkenine göre maddeler arasında
anlamlı farklılıklar bulunamamıştır.
Anahtar Kelimeler: Eğitim Sendikaları, Sendikallaşma, Memur Sendikacılığı.
ExtendedAbstract: In this study, which is in a descriptive research design, it is
aimed to determine the perceptions of teachers and administrators working at
primary schools about the educational unions according to various variables. The
population of this study consists of primary school teachers and administrators
working at Malatya downtown at 2007-2008 academic years. The sample of this
study consists of 323 teachers and 43 administrators working at 24 primary
*
İl Eğitim Denetmen Yrd., Mardin İl Millî Eğitim Müdürlüğü, tezcanyasan@gmail.com

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi 2012, 31(1), 271-293.
İLKÖĞRETİM OKULU YÖNETİCİLERİNİN VE ÖĞRETMENLERİNİN SENDİKALARA İLİŞKİN GÖRÜŞLERİNİN FARKLI DEĞİŞKENLERE GÖRE
İNCELENMESİ: MALATYA İL MERKEZİ ÖRNEĞİ
schools that were selected randomly from the population. In comparisons,
(unrelated) t test, variants analysis, Krusskall-Wallis H test and Mann-Whitney
U test have been utilized for independent samples. The results of this study
showed that there were meaningful differences between the views of trade union
member and nonunion at all items. While there were meaningful differences
between the views of teachers according to the variables of gender, branc,
seniority, and education level, there were not meaningful differences between the
views of teachers only according to the variable of type of task.Democracy
requires participation, consensus, equalitarianism and pluralism (Özdemir,
1987). Trade unionism is a complementary element of democracy and also an
integral part of democracy. Free and independent trade unions are supportive
parts of democracy (Tortop, 2005: 142). In our country, teachers have a special
place among civil servants. With teachers’ large share in the total number of civil
servants, teacher unions’ will possibly be more and more important. Although
teacher unions suffer from the lack of experience in this country, they are
expected to make serious contributions to education life. For this reason, it is
important to put forward teachers’ views on trade unionism. The purpose of this
paper is to determine the perceptions of teachers and administrators working at
primary schools about the educational unions according to various variables. In
this study, a survey based descriptive design was used. After the related
literature was examined, the theoretical framework was constructed and the
questionnaire was drafted. The instrument used for data collection in this study
was originally developed by the researcher. Before this draft was administered,
the opinions of specialists, administrators and teachers were taken about the
content and the language of this questionnaire and the necessary improvements
were made. According to the results, Cronbach Alpha Coefficient was 0,8564 for
the overall questionnaire. This study was carried out in Malatya city centre
(total 3508 administrators and teachers who work at 163 primary schools) in
2007-2008 academic year. Using stratified sampling method, 43 administrators
and 323 teachers working at 24 schools were selected randomly. A total of 366
questionnaires were validated and evaluated. The questionnaire that has 24 items
was administered to these administrators and teachers. Data were analyzed by
SPSS program. In comparisons, T-test and Mann-Whitney U test (for the
variables of gender, branch, type of task and being a member of the union), One
Way ANOVA and Kruskal-Wallis tests (for seniority and education level) were
utilized to analyze the data. The results of this study showed that there were
meaningful differences between the views of the trade union members and the
ones that have no membership. While there were meaningful differences between
the views of participants according to the variables of gender, branch, seniority
and education level, there were not meaningful differences between the views of
participants only according to the variable of type of task. According to the T-

ISSN: 1300-302X © 2012 OMÜ EĞİTİM FAKÜLTESİ
Tezcan YASAN
Test results (which has been made between males: N=238 and females: N=128),
there were meaningful differences between the views of the men and women trade
union members at the first item. At the first item, the ideas of women were more
negative than the ideas of men. According to the T-Test results (which has been
made between class teachers: N=219 and branch teachers: N=147), there were
meaningful differences between the views of participants. At the items of 5 and 21,
branch teachers have more positive opinions than class teachers. According to the
One-Way ANOVA results (which has been made between the education levels of
associate degree: N=77, undergraduate: N=274 and graduate: N=15), there were
meaningful differences among groups at the item of 22. Scheffe test showed that
there was a significant difference between the opinions of participants in the groups
of associate degree and undergraduate at the item of 22. According to the results of
Kruskall Wallis test, there were meaningful differences among education level
groups at the items of 2 and 5. Kruskall Wallis test showed that there was a
significant difference between the opinions of participants in the groups of associate
degree and undergraduate at the items of 2 and 5. Kruskall Wallis test showed that
there was a significant difference between the opinions of participants in the groups
of associate degree and graduate at the item of 5. Participants were divided into
three tenure groups: (1) 1-10 year, N= 119; (2) 11-20 year, N=153; (3) 21 year and
above, N: 94. According to the One-Way ANOVA results, there were meaningful
differences among tenure groups at the item of 5. At this item, less tenured
participants had more positive opinions about educational unions. Scheffe test
showed that there was a significant difference between the opinions of participants
in the tenure groups of 1-10 year and 20 year and above at the item of 22.
According to the results of Kruskall Wallis test, there were meaningful differences
among tenure groups at the items of 6 and 22. Kruskall Wallis test showed that
there was a significant difference between the opinions of participants in the tenure
groups of 1-10 year and 20 year and above at the items of 6 and 22. Kruskall Wallis
test showed that there was a significant difference between the opinions of
participants in the tenure groups of 11-20 year and 20 year and above at the item
of 6. T test and Mann Whitney U test showed that there were meaningful
differences between the views of the trade union members and the ones that have no
membership at all items except for the item of 23. The results of this study showed
that most of the educational staff viewed trade unionism in this country as
insufficient. Both the members of the unions and the ones that have no membership
shared this view. There were meaningful differences between the views of the trade
union members and the ones that have no membership, as it was found similarly at
Gemici’s (2008) research. As Yıldırım’s (2007) and Aldatmaz’s (2002) researches
revealed, the results of this study showed that they want a legislative regulations
that facilitate striking and collective bargaining. The results of this study also
showed that women do not give much importance to unionization as it was found

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi 2012, 31(1), 271-293.
İLKÖĞRETİM OKULU YÖNETİCİLERİNİN VE ÖĞRETMENLERİNİN SENDİKALARA İLİŞKİN GÖRÜŞLERİNİN FARKLI DEĞİŞKENLERE GÖRE
İNCELENMESİ: MALATYA İL MERKEZİ ÖRNEĞİ
similarly by Boyacı (1994), Çınar (2008) and Aldatmaz (2002). Results imply
that trade unions are not independent in their relationships with political
entities.
Keywords: Educational Union, Unionization, Official Unionism.
1. GİRİŞ
Liberal ekonomi anlayışı, işverenlerle çalışanlar arasındaki ilişkilerin
serbestçe, özgür iradeleriyle düzenlenmesini öngörmektedir. Ekonomik
olarak güçlü olan işverenin, çalışanları baskı altına almasından dolayı
devletin, çalışanları korumak için yasal düzenlemeler yapması bir
zorunluluk olarak ortaya çıkmıştır. Çalışanların örgütlenmeleri ve
sendikaların kurulmaları bu zorunluluktan doğmuştur (Erten 1971, 324;
Yüksel 2000, 234; Can, Akgün ve Kavuncubaşı 1998, 338).
Sanayileşme hareketinin ortaya çıkardığı sorunlara tepki olarak doğan
(Yorgun 2007, 67), üyelerinin hak ve çıkarlarını korumak ve geliştirmek
amacıyla (Tokol 2002) işverenlere karşı çalışanları kısmen veya bütün
olarak temsil etmek için kurulmuş (Lieberman 2000, 9) ve üyeler arası
dayanışmayı esas alan kurumlar olan (Yüksel 2000, 238) sendikalar,
günümüzde belli başlı baskı gruplarından (Tortop 2005, 142) birini
oluşturmaktadır. Sendikalar esas olarak, üyelerinin çıkarlarına hizmet
etmek için kurulmuşlardır. Bu çıkarlara hizmet sürecinde sendikalar,
aynı zamanda çalışma gücünün niteliğine, çalışma pazarlarının
verimliliğine ve personel yönetiminin etkililiğine etki etmektedir
(Cappelli 1989).
Sendikacılık, 20. yüzyılda işçilerin haklarını toplu olarak korumak için
örgütlenmeleri ile başlamış ve çağımızda hızlı olarak gelişmiştir (Tortop
2005, 142). Sendikaların ülkemizdeki oluşumları, dünyadaki
yapılanmalarına göre daha yakın bir geçmişe dayanmaktadır (Erten
1971, 323–324). Memur sendikalarının kuruluşu ve geçmişi ise, işçi
sendikalarına göre daha geç başlamış ve bu sendikalara karşı geliştirilen
tepki işçi sendikalarına gösterilen tepkiden daha büyük olmuştur
(Mutlu 2000, 20; Tortop 2005, 143; Turan 1999). Endüstriyel ilişkiler
sisteminin en çok tartışılan konularından biri olan memur sendikacılığı,
kabul edilen bir görüş olmakla birlikte uzun süre çok ciddi itirazlara
uğramıştır (Ünsal 1999, 15–16).
İnsan Hakları Evrensel Bildirgesi, Avrupa İnsan Hakları Sözleşmesi,
Medeni ve Siyasi Haklar Uluslararası Sözleşmesi, Avrupa Sosyal
Antlaşması, ILO’nun 87, 98 ve 151 sayılı sözleşmeleri, sendikal

ISSN: 1300-302X © 2012 OMÜ EĞİTİM FAKÜLTESİ
Tezcan YASAN
örgütlenmeyi güvence altına alan önemli uluslararası belgelerdir.
Sendikalarla ilgili hukuksal yapılanmaya bakıldığında, hemen hemen tüm
ülkelerde özel sektörlerde çalışanların örgütlenme hakkı yasalarca
tanındığı halde, aynı hakkın kamu görevlileri için her zaman söz konusu
olmadığı görülmektedir (Mutlu 2000, 23). Ülkelerin ulusal
düzenlemelerinde ayrılıklar bulunmakla birlikte dünyadaki genel eğilim
kamu çalışanlarına sendika hakkının tanınması yönündedir (Gülmez 1996,
43). Ülkemizde memurlara ilk kez sendikal örgütlenme hakkı, 1961
Anayasası ile tanınmıştır. 1961 Anayasasının 46. maddesinde yer alan “İşçi
niteliği taşımayan kamu hizmeti görevlilerinin bu alandaki hakları kanunla
düzenlenir.” hükmü konulmuş fakat 1971 yılında yapılan değişikliklerle
kaldırılmıştır (Tortop 2005, 143; Gözübüyük 2000, 183; Gülmez 2002, 110).
Diğer yandan Devlet Memurları Kanununun sendika kurma hakkına
ilişkin 22. maddesi ve 624 sayılı Devlet Personel Sendikaları Kanunu
yürürlükten kaldırılmıştır. Böylece devlet memurları, sendika kurma ve
sendikalara üye olma hakkından yoksun bırakılmışlardır (Gözübüyük
2000, 183; Gülmez 2002, 109–112).
1982 Anayasası ise, sendika kurma ve sendikalara girme hakkını 51.
maddesinde işçi ve işverenlere tanımış olmasına karşın devlet
memurlarının sendika kurma hakkından söz etmemiş ve bu hakkı
yasaklayan bir tutum içine de girmemiştir (Gözübüyük 2000, 183). 51.
maddenin memurların sendikalaşmasına engel olmadığı yargı kararlarıyla
ortaya konulmasına rağmen, memurların sendika hakkının varlığı tartışma
konusu olmuştur (Gülmez 2002, 165). 1982 Anayasasının 53. maddesine
1995 yılında eklenen fıkra ile memurlara sendika ve toplu görüşme hakkı
tanınmıştır. Devlet Memurları Kanunu’nda 1997 yılında yapılan
değişiklikle (değişik 22. maddesi) devlet memurlarının, anayasada ve özel
kanunda belirtilen hükümler uyarınca, sendika ve üst kuruluşlar
kurabilecekleri ve bunlara üye olabilecekleri düzenlenmiştir. 12 Temmuz
2001’de 4688 sayılı Kamu Görevlileri Sendikaları Kanunu çıkarılmıştır. Bu
kanundan önce kurulan memur sendikaları olmakla beraber bu kanun ile
birlikte memur sendikaları yasal bir nitelik kazanmıştır.
Ülkemizde memurların örgütlenmelerinde öğretmenlerin ayrı bir yeri
bulunmaktadır. Öğretmenlerin memur sayısı içerisinde büyük bir orana
sahip olması ve yasal haklar konusunda bilinçli olması bu önemi daha da
artırmaktadır (Yıldırım 2007). Kamu görevlileri veya memur sendikacılığı
içerisinde yer alan eğitim sendikalarının ülkemizde birikim ve tecrübeleri
az olmakla birlikte eğitim çalışma hayatına olumlu katkılarda bulunması
beklenmektedir. Bu nedenle, eğitim çalışanlarının sendikalara ilişkin
görüşlerini ortaya koymak önem arz etmektedir.