Okul Kütüphanecilerinin G rü lerine G re Okul Kültürü De erlendirmesi = Assessment of School Culture Based on the Views of School Librarians

Bu al ma ile okul kütüphanelerinde g rev yapan kütüphanecilerin g rü leri al narak okulkültürünün belirlenmesi hedeflenmi tir. Ara t rma rneklemini Türkiye’deki zel okul kütüphanelerinde al an ve Okul Kütüphanecileri Derne i’ne üye olan kütüphaneciler olu turmaktad r. Haz rlanan anket ve l ek, Okul Kütüphanecileri Derne i arac l ile üyelerine g nderilmi , 15 farkl okuldan toplam 21 kütüphaneciden yan t al nm t r. Elde edilen bulgulardan, ara t rma kapsam na giren okullar n genel olarak “gü lü fakat geli tirilmesi gereken” kültür zelliklerine sahip oldu u tespit edilmi tir. Okul kütüphanelerinde al an kütüphanecilerin g rü lerine g re, okullar n en gü lü oldu u kültür boyutu “etkili ileti im”, en zay f oldu u kültür boyutu ise “demokratik y netimve kat l m” d r. “Motivasyon” boyutunda vasat ve zay f kültür zellikleri sergileyen okullar n oklu u dikkat ekicidir, fakat olumsuzluklara ra men “ rgütsel ba l l k” boyutunda gü lü zellikler sergilendi i tespit edilmi tir. / The aim of this research is to determine the school culture according to the views of the librarians who work in school libraries. The sample of this research consists of librarians who work in private school libraries in Turkey and members of the Turkish Association of School Librarians. Prepared questionnaire and scale were sent to members through the Turkish Association of School Librarians and total of 21 questionnaires were obtained from 15 different schools. The results show that schools within the scope of research have “strong but developable” cultural characteristics in general. According to the views of librarians working in school libraries, schools’ most powerful cultural dimension is “effective communication”, the worst cultural dimension is “democratic governance and participation”. There are many schools exhibiting “medium” and “low” cultural characteristics in the dimension of “motivation” but most of the schools despite negative effects exhibit “strong” cultural characteristics in the dimension of “organizational commitment”.