In this section, the findings of the social network analysis of the schools and the qualitative data of the research are given. First of all, the social network analysis of the schools was made and the social network maps were drawn. Then, individuals who were isolated in these networks were identified and the qualitative data of the research were
Findings on Social Network Analysis of Schools
When Fig. 2 is examined, there is no isolated actor in school A. In the network of the school, the “I” actor is the most central. In addition, the "e" actor has also found a place in the center of the network. There are two-way relations as well as one-way relations in the network.
When Fig. 3 is examined, it is seen that the "f2" actor in the school is completely isolated and isolated. In school B, the "u" actor is in contact only with the school principal "a" and it is seen that this actor is also lonely. The “c” and “b” actors are in the most central position in the school. In addition to these, it can be said that the actors of the school principal "a" and "m" are in a very central position.
When Fig. 4 is examined, it is seen that the principal of the school "a" in school C, which is a large school, is in the center of the network and is in a strong position. According to the social network of the C school, the isolated actor does not appear. The relations of the "u" actor in the network are weak, but it cannot be said that he is completely alone. The “c” actor has also found a central position in the network. While the relations in the center of the network are generally bidirectional, the relations out of the network have become unidirectional.
When Fig. 5 is examined, it is seen that the actors in school D are in the school network, except for one. According to the school's social network, the "J" actor has remained isolated and only communicates with the school principal "a". The “b” actor in the school has a powerful and central position as much as the school principal. While some of the relations in the school are two-way, especially the relations around the principal are one-way (from the actors to the principal).
As seen in Fig. 6, actor "k" was relatively alone in school E compared to other members. In the school, the school principal has a central position as well as the actor “b” as much as “a”. There are one-way relationships as well as two-way relationships at school.
According to Fig. 7, in school F, which is a small school, the school principal “a” is in the center and their relationship is generally bidirectional. There is no actor who is lonely at school or isolated on social networks. The "b" and "c" actors are also in an effective position in the school.
According to the social network map of school G, which is a small school, just like in school F in Fig. 8, the school principal "a" is in the central position. An actor who becomes lonely does not appear in the network. Although the “h” actor in the network is not central, their relationship is usually two-way. Besides the school principal, the “c” actor is in a very central position in the network.
As can be seen in Fig. 9, in school H, which is a rather large school, the school principal "a" is in a central position and has a very effective role. The individual who is alone or isolated at school is not seen. Every actor in the school has found a place in the school's social network.
According to Fig. 10, there is the "m" actor at the center of school I. In addition, “c”, “f”, “b”, “k” and “p” actors are also active. The principal of the school “a” could not find a place in the center of the network and remained at the edge of the network. At school, the "I" and "z" actors seem quite lonely. In addition, according to the density in the network, the "d" actor seems to be alone in the network.
Findings regarding individual degrees of Actors in Schools' Social Networks
Findings regarding the average school connection degrees and the centrality and influence degrees of the actors obtained as a result of the social network analysis of schools are presented below.
Table 1
Average affiliation ratings of schools and individual ratings of actors
School Average Bond | Actor | Degree of Centrality | Effect size | EigenvectorDegree |
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A5,73 | ı m | 10,0 6,00 | 6,26 4,00 | 0,34 0,016 |
B 4,22 | c f2 | 16,90 0,00 | 12,97 0,00 | 0,42 0,00 |
C 4,19 | a u | 22,00 2,00 | 18,97 2,00 | 0,48 0,70 |
D 4,45 | a i | 15,00 1,00 | 11,69 1,00 | 0,40 0,30 |
E 4,32 | b k | 13,00 2,00 | 10,50 2,00 | 0,32 0,40 |
F 5,23 | a k | 10,00 3,00 | 7,69 1,83 | 0,30 0,10 |
G 5,81 | a g | 10,00 4,00 | 6,00 3,23 | 0,28 0,11 |
H 4,43 | a b2 | 22,00 4,00 | 16,96 4,71 | 0,46 0,09 |
I 4,10 | c z | 13,00 1,00 | 10,60 1,00 | 0,33 0,30 |
As seen in the table, when the average ties and centrality degrees of the actors in the schools' social networks are examined; Actor “f2” in school B (0.00), actor “u” in school C (2.00), actor “i” in school D (1.00), actor “k” in school E (2.00), actor “k” in school I (2.00) It is seen that the centrality degrees of the “z” actor (1.00) are quite low compared to the school average bond values. In addition, the effect sizes and eigenvector degrees of these actors are also low. In this context, it can be said that these actors have become isolated. The relationships of the actors with the lowest degrees in other schools are weak, but it cannot be said that they are completely isolated because their centrality degrees are close to the average bond value of the schools.
Qualitative Findings on Relationships in Schools with Organizational Loneliness
In the qualitative part of the study, both the individuals who were isolated in schools and the volunteer participants they worked with at these schools were asked questions about their professional and social relations at school, personal positions in these relations, and future expectations in the sand, and the findings obtained from the data were divided into three themes (professional and social relations at school; personal happiness, personal happiness, and motivation; looking ahead). Obtained findings are presented below. The codes in the gray boxes in the figures were extracted from the expressions of individuals experiencing loneliness.
Findings on relationships at school
As can be seen in Fig. 11, 10 codes were created for the theme of professional and social relations at school. When these codes are examined, individuals who become lonely at school generally think that relationships at school have negative qualities. According to individuals who are lonely at school, relationships at school are superficial, self-interested and monotonous. The effect of formality and being obliged to work together can be seen in these relations. On the other hand, the colleagues of individuals living alone have positive evaluations of the relationships at school in the opposite direction of individuals living alone. According to these individuals, relations in schools are normal and professionally sufficient. In addition, these individuals think that the relations in the school have the quality of creating a harmony and team spirit in the school. Some of the participant views on this theme are below.
“Not good at all. Everyone at school is very manipulative and liar. Since I came to this school, I have seen only one thing, no one is sincere, everyone is deceiving each other for their own benefit. I trust only one school principal.” (P1)
“Relationships are not so important. I'm not permanent in this school anyway. I come in and out of my class, and the rest is none of my business. I'm a good teacher, I don't make anyone talk about my teaching. Other than that, there is no need to be sincere.”(P2)
“It's too formal and bad. There's no one like head. I greet you in the morning out of necessity. I came to school this year, I guess they didn't like me. There is nothing different between them. Everyday affairs and interests.” (P3)
“The relations are very good and cordial, except for one or two people at the school. We're like a family, not many people out there. There are normal relations both professionally and socially.” (P6)
“Professally, he is considered very good. Almost everyone is in contact with the subject of the lesson. I think that's how relationships should be in a school, and everyone should respect and help each other. But socially, a little more activity can be done outside.” (P8)
Findings on Individual Situations at School
As can be seen from Fig. 12, there are negative codes as well as positive codes under this theme, and all of these negative codes belong to individuals who are alone in schools. Individuals who are lonely in schools stated that other members are selfish in professional sense and they cannot get professional help. In this sense, they are of the opinion that professional relations in schools are inadequate and incomplete. Lonely individuals feel excluded, exhausted and oppressed at schools. There are even statements that they are exposed to mobbing in their working environment. In addition, there are individuals who do not care about the school and other elements in the school. Contrary to the isolated individuals, the other participants feel peace, happiness and confidence in their schools. In addition, these individuals think that teachers who are alone at school experience problems in terms of school culture and relationships, and this may be due to the psychological problems experienced by teachers. In addition, there are thoughts that some individuals at school have problems because they cannot adopt the school. Some of the participant views on this theme are below.
“I don't belong to any group. When I am doing a job, they neither ask me nor do I know. There is a lot of grouping and exclusion at school. Even in meetings, they object to everything I say.” (P1)
“I don't really care. They are trying to get me out of this school. They're trying to control me, but it's no big deal.” (P2)
“They don't take it in because I'm always right. Like what have I done to them? Even when I enter the teachers' room, they forcefully take my greetings. I think they all have their problems and I'm tired of them. I don't want to come to school. Especially after the divorce, I can't be productive at all.” (P3)
“I am happy at school. There is an environment of mutual trust, and there is also the effect of the principal's brain. However, some friends isolated themselves due to some family psychological problems. It's like they're not in this school. Wherever we invite them, they do not come and do not attend the events. They always have a troublesome and tense mood. “(P5)
“I am very happy at school. There is good friendship and cooperation. I can get orders from anyone. This affects teachers' motivation. I think the general school thinks like me. Except for one of our friends. We never knew him, he just arrived, but he is still a stranger. He doesn't come out of his class, he doesn't even come to your teachers' room, except for meetings. A cold person.” (P9)
Findings Regarding Future Expectations at School
As can be seen from the figure, individuals who are lonely at school do not think that they have a future at school. They are pessimistic about the future. They consider leaving school if they have the opportunity, either by retirement or by appointment. Contrary to this situation, other participants think positively about the future in order to ensure continuity in their schools, improve themselves in this process and become a more effective and competent teacher. Some of the participant statements are below.
“I have no future at this school. I have two years until my retirement and I plan to retire as soon as it is full.” (P1)
“I could not get used to this school or Erzurum. If I could, I would be appointed and leave, but we have just arrived. My wife offered to go to another school on assignment. I hope will be. (P2)
"Not much changes, I don't expect much" (P3)
“I am satisfied with the school, I want to work here for many years and be useful and useful to my students” (P4)
“I have a lot to learn from those at this school. The school has both experienced and good teachers. The students and environment of the school are also good. ” (P9)