Teachers’ Perceptions of Organizational Synergy: A Mixed Methods Investigation

İngilizce (OpenAlex)

This study was conducted to examine the levels of organizational synergy perceived by teachers working in high schools. The research was designed using the convergent parallel design, one of the mixed methods research approaches that allows for the concurrent use of both quantitative and qualitative methods. The study population consisted of teachers working at the high school level in the Esenyurt district of Istanbul, while the sample comprised 400 teachers. The qualitative sample included 185 teachers, selected from those who voluntarily responded to open-ended questions after completing the scale. Quantitative data were collected using the Organizational Synergy Scale for Teachers, while qualitative data were gathered using a two-question form developed by the researchers. Quantitative and qualitative data were analyzed separately, and the findings were integrated in the results section. The results indicated that teachers' levels of organizational synergy were high. It was found that organizational synergy levels did not differ significantly by gender, age, school type, or experience at the current institution. However, a significant difference was identified in the sub-dimension of Interaction and Appreciation based on total years of professional teaching experience, in favor of teachers with 6–10 years of experience. Within the qualitative strand, the analysis of teachers’ responses revealed that perceived barriers to the development of organizational synergy were mostly related to a lack of democracy in the Integration dimension and a lack of communication in the Interaction and Appreciation dimension. Regarding recommendations for enhancing organizational synergy, teachers most frequently emphasized collaboration, the organization of social activities, and participatory leadership under the Integration dimension, and effective communication and fair administrative practices under the Interaction and Appreciation dimension. It was concluded that the qualitative findings supported and complemented the quantitative results.