Error management culture in schools and its relationship with teachers' psychological withdrawal behaviors

Abstract

Error management culture and withdrawal behaviors can be related within the framework of job satisfaction. While job satisfaction is affected by error management culture, it affects withdrawal behaviors. On the other hand, each school has its own culture and teachers' perceptions can be differentiated in terms of school level. This study examined teachers' perception of error management culture and psychological withdrawal behaviors in terms of school level and determined the relationship between them. It was conducted with a correlational research model. The data was collected from a total of 440 teachers working in public schools in Türkiye, selected by convenient sampling. To determine teachers' views on error management culture and psychological withdrawal behaviors, the Error Management Culture Scale in Schools and the Psychological Withdrawal Behaviors Scale were used. The findings reveal that according to the school level variable, teachers' perceptions of error management culture and psychological withdrawal behaviors in schools differ significantly. The results of error management culture and psychological withdrawal were against the teachers working in upper secondary schools. There is a low-level, negative significant relationship between error management culture and psychological withdrawal behaviors. The results suggest that school culture under which school principals practise constructive error management relates to teachers’ withdrawal behaviors. Thus, this study may advance theory and practice on the relation between error management culture and withdrawal behaviors, which are crucial determinant of teachers’ satisfaction.