Bu araştırmanın amacı Isparta il merkezinde liselerde görev yapan yönetici ve öğretmenlerin örgütsel sessizliğe ilişkin görüşlerini çeşitli değişkenler açısından incelemektir. Bu araştırmanın çalışma grubu, 2013-2014 eğitim öğretim yılında Isparta il merkezinde bulunan 19 lise ve bu okullarda görev yapan 76 yönetici (20 müdür ve 56 müdür yardımcısı) ve 345 öğretmen olmak üzere toplam 421 katılımcıdan oluşmaktadır. Çalışma grubunu oluşturmak için herhangi bir örnekleme yoluna gidilmemiş, çalışma evreni olarak 2013-2014 eğitim öğretim yılında Isparta il merkezinde görev yapan bütün yönetici ve öğretmenlere ulaşılmaya çalışılmıştır. Sonuç olarak çalışma evrenindeki 112 yöneticiden 76’ sına (%67, 85’sine) ait anket ve 786 öğretmenden 345’ ine (%43,89’ una ) ait anket değerlendirmeye alınmıştır. Araştırmada veri toplama aracı olarak Dyne, Ang ve Botero (2003) tarafından geliştirilen ve Erdoğan (2011) tarafından Türkçeye uyarlanan “Örgütsel Sessizlik Ölçeği” kullanılmıştır. Araştırma bulgularına göre öğretmenlerin ve yöneticilerin örgütsel sessizliğe ilişkin görüşlerinin birbirlerine benzer ve “kararsızım” düzeyine yakın olduğu görülmektedir. Ayrıca araştırmada yönetici ve öğretmenlerin cinsiyet, branş ve hizmet süresi değişkenlerine göre de inceleme yapılmış ve anlamlı farklılıklar bulunmuştur. Cinsiyete göre bayan öğretmen ve yöneticilerin, bay öğretmen ve yöneticilere göre daha sessiz kaldığı görülmüştür. Ayrıca meslek dersi öğretmenlerinin, kültür dersleri öğretmenlerine göre daha sessiz kaldıkları ve 21 ve üzeri hizmet süresine sahip yöneticilerin de savunma amaçlı sessizlik türünde sessiz kaldıkları sonucuna ulaşılmıştır.

Introduction Organizational silence is defined as not telling any idea, opinion or views about the problems of organization (Morrison and Milliken, 2000). It is seemed as intentional and conscious. Bowen and Blackmon (2003) emphasize that organizational silence become evident when the workers don't contribute for their organization and the effect of this silence is huge and even though this silence is in every part of the institutions, not enough research is made about it. It is defined that the works stay silent to protect themselves and their parents and as a result of this silence occurs in the institutions (Rosemary, 2003). Organizations come across with many silence situations. So it is meaningful and needed to elicit the questions such as why and how this organizations become silent, in which topics they prefer to stay silent, with whom they share their ideas about the organizations, how they decide with whom they will be stay silent and with whom they will talk and how the organizations understand silence (Milliken, Morrison and Hewlin, 2003). Dyne, Ang and Botero (2003) are categorized "organizational silence" into three as Acquiescent Silence, Quisecent Silence and Prosocial Silence. When the literature is examined, it is seen that the studies about organizational silence are generally done apart from the education organizations. The studies about schools which are educational institutions also, are too limited. The topic of organizational silence which is discussed theoretically in foreign literature is seemed as a new field in our country and it has many aspects to be dealt with. The schools in which the children, the architect of the future, are being educated must be open to change and development. This development must be real just with the teachers and managers who are telling their ideas about the current situations and problems and are constantly in communication with each other. There can't be seen any changes and development in such schools where the teachers and managers are silent because of some reasons and as a result the aims of the school can't be managed and the success will be impossible for them. So with these reasons, in this study it is aimed to define the views of teachers and managers about the organizational silence with the sub-problem questions below: 1. In which level are the views of teachers and managers about organizaitonal silence according to the Acquiescent Silence, Quisecent Silence and Prosocial Silence? 2. Is there any significant difference according between the views of teachers and mangers views about organizaitonal silence according to the Acquiescent Silence, Quisecent Silence and Prosocial Silence as gender variance? 3. Is there any significant difference according between the views of teachers and mangers views about organizaitonal silence according to the Acquiescent Silence, Quisecent Silence and Prosocial Silence as brach variance? 4. Is there any significant difference according between the views of teachers and mangers views about organizaitonal silence according to the Acquiescent Silence, Quisecent Silence and Prosocial Silence as period of service variance? Methods: The population of the study was composed of managers and teachers working in 19 high schools in Isparta city center in 2013-2014 academic years. The research sample was not composed from the related population but the questionnaire was applied to all administrators and teachers from the population of the research. The questionnaire was applied to 76 managers and 345 teachers. As a data collection tool, organizational silence scale was used. As an organizational silence scale, a scale which was produced by Dyne, Angand Botero (2003) and translated in Turkish by Erdoğan (2011) was used. In data analysis, besides descriptive statistics as t-test, one way variance analysis and Tukey significance test was used. The data was analyzed by SPSS (Statistical Package for Social Sciences) 20.0 pack