Bu çalışmanın amacı, öğretmenlerin ruhsallık, benlik ve örgütsel değer algıları, işte aşkınlık ve anlam bilincini artırmaya yönelik oluşturulan Okul Ruhsallık Programı (ORP) hakkındaki görüşlerini belirlemektir. ORP temel olarak "Tanışma, İşyeri Ruhsallığı, Anlamlı İş, Aşkınlık, Özalgı ve Örgütsel Değerler" oturumlarından oluşmakta ve 6 hafta sürmektedir. Çalışma kapsamında 2016-2017 eğitim yılında işyeri ruhsallığı odaklı ORP'ye katılan 19 kişi ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Katılımcıların işyeri ruhsallık programına ilişkin görüşleri içerik analizinden sonra temalar halinde sunulmuştur. ORP'nin etkililiğine ilişkin yapılan nitel görüşmeler sonucunda programın "Hayat, Okul İçi İlişkiler, Özbenlik, Amaçlar, Anlam" temalarında öğretmenler açısından olumlu etkilere yol açtığı görülmüştür. ORP sonunda bu beş alanda etkiler belirten öğretmenler, eğitim programını faydalı bulduklarını, programın hayatlarına farkındalık kattığını, işlerine yeni bir bakış açısı yüklediğini ve işe odaklanmada artış sağladığını belirtmiştir. Katılımcılar ayrıca programda ruhsal olgular ile daha derinden tanıştıklarını, kendilerini daha iyi tanıdıklarını ve okul çalışmalarında ve ilişkilerinde amaç bütünlüğü, gerçek anlam bilinci kazandıklarını ifade etmişlerdir. Abstract The purpose of this study is to determine the opinions of teachers about the School Spirituality Program (SSP), designed to increase their spirituality level, perceptions of self and organizational values, and sense of transcendence and meaning at work. SSP is mainly composed of the sessions titled "Getting to Know," "Workplace Spirituality," "Meaningful Work," "Transcendence," "Self-Identity," and "Organizational Values" and lasts six weeks. Within the study, semi-structured interviews were conducted with 19 participants on workplace spirituality-based SSP in the academic year of 2016-2017. The participants' opinions about the workplace spirituality program were presented in themes after the content analysis. In qualitative discussions on the effectiveness of SSP, it was seen that the program positively affected the teachers in themes of "Life," "School Relations," "Self-Identity," "Goals," and "Meaning." At the end of the SSP, the teachers noted an impact on these five areas and indicated that they found the training program useful; it raised awareness in their lives, provided a new perspective and an increasing focus on their work. They also expressed that they learned more deeply about spiritual phenomena, got to know more about themselves, and acquired integrity of purpose and a real awareness of meaning in their schoolwork and relationships.

Bu çalışmanın amacı, öğretmenlerin ruhsallık, benlik ve örgütsel değer algıları, işte aşkınlık ve anlam bilincini artırmaya yönelik oluşturulan Okul Ruhsallık Programı (ORP) hakkındaki görüşlerini belirlemektir. ORP temel olarak " Tanışma, İşyeri Ruhsallığı, Anlamlı İş, Aşkınlık, Özalgı ve Örgütsel Değerler " oturumlarından oluşmakta ve 6 hafta sürmektedir. Çalışma kapsamında 2016-2017 eğitim yılında işyeri ruhsallığı odaklı ORP'ye katılan 19 kişi ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Katılımcıların işyeri ruhsallık programına ilişkin görüşleri içerik analizinden sonra temalar halinde sunulmuştur. ORP'nin etkililiğine ilişkin yapılan nitel görüşmeler sonucunda programın " Hayat, Okul İçi İlişkiler, Özbenlik, Amaçlar, Anlam " temalarında öğretmenler açısından olumlu etkilere yol açtığı görülmüştür. ORP sonunda bu beş alanda etkiler belirten öğretmenler, eğitim programını faydalı bulduklarını, programın hayatlarına farkındalık kattığını, işlerine yeni bir bakış açısı yüklediğini ve işe odaklanmada artış sağladığını belirtmiştir. Katılımcılar ayrıca programda ruhsal olgular ile daha derinden tanıştıklarını, kendilerini daha iyi tanıdıklarını ve okul çalışmalarında ve ilişkilerinde amaç bütünlüğü, gerçek anlam bilinci kazandıklarını ifade etmişlerdir. The purpose of this study is to determine the opinions of teachers about the School Spirituality Program (SSP), designed to increase their spirituality level, perceptions of self and organizational values, and sense of transcendence and meaning at work. SSP is mainly composed of the sessions titled " Getting to Know," "Workplace Spirituality," "Meaningful Work," "Transcendence," "Self-Identity," and "Organizational Values " and lasts six weeks. Within the study, semi-structured interviews were conducted with 19 participants on workplace spirituality-based SSP in the academic year of 2016–2017. The participants' opinions about the workplace spirituality program were presented in themes after the content analysis. In qualitative discussions on the effectiveness of SSP, it was seen that the program positively affected the teachers in themes of "Life," "School Relations," "Self-Identity," "Goals," and "Meaning. " At the end of the SSP, the teachers noted an impact on these five areas and indicated that they found the training program useful; it raised awareness in their lives, provided a new perspective and an increasing focus on their work. They also expressed that they learned more deeply about spiritual phenomena, got to know more about themselves, and acquired integrity of purpose and a real awareness of meaning in their schoolwork and relationships.

This study reveals the worth of spirituality at workplace by considering its factors (inner life, meaningful work and sense of community) in the context of IWE for investigating employees' performance. The data was collected from 347 serving middle line managers of Islamic banks across major cities of Pakistan. SPSS 21 was used to analyze the data through correlation, multiple regression and moderated regression analysis with appropriate data normality and independence. The results revealed that two determinants of spirituality at workplace (meaningful work and sense of community) create significant positive impact on employees' performance. On the contrary, the third determinant (inner life) exhibits insignificant effect on employees' performance. It is also established that IWE do not moderate the relationship between inner life and employees' performance; however, a moderation effect of IWE is found in the relationship between meaningful work and employees' performance as well as sense of community and employees' performance. Thus, implications for Islamic banks have been discussed in particular and other organizations in general to uphold spirituality at workplace and IWE for sustaining performance standards across all quarters.

This study aimed to examine the relationship between Spiritual Leadership and the dimensions of Organizational Citizenship Behaviors (OCB) of school principals from the perspectives of primary school teachers. A quantitative survey was performed on a sample of teachers (N = 383) from primary schools to study the influence of spiritual leadership on OCB. The spiritual leadership as an independent variable and organizational citizenship behavior subscales (Altruism, Conscientiousness, Sportsmanship, Courtesy and Civic Virtue) were checked for their inter-correlations. Pearson's Product Moment Correlation and Multiple Linear Regression Analysis techniques were used for the analyses. All the variables are observed to significantly correlate with each other, and it is seen that spiritual leadership predicts all four dimensions of OCB, especially civic virtue. It is understood that spiritual leadership may strongly contribute in forming more solid ground for OCB to pervade in an organization.

There are a very few studies available to gain insight into the impact of yoga and alternative therapies 1 on stress management, conflict resolution and work productivity. In previous studies the focus fell on the gendered perspective, exploring the impact of spiritual modalities on the physical and mental wellness of male and female employees. Spiritual practices such as yoga and other alternative therapies have been found to be significant to enhance work productivity, hence be part of organisational wellness programmes. However, this aspect is not fully implemented due to various reasons including a lack of spiritual understanding, religious preferences and organisational cultures. The aim of this article is to expand upon and enhance this analysis by aligning spiritual practices to workplace productivity. Books, journal articles, dissertations, and conference proceedings dealing with spirituality at the workplace were reviewed. Based on the literature available, two hypotheses are explored, namely (a) that workplace spirituality enhances employee wellness and has a positive impact on improved productivity; and (b) that workplace spirituality impacts differently on male and female employees (gendered perspective) and leads to improved productivity. The article formulates a model called Workplace Spirituality for Gender-based Productivity (WSG-bP) for consideration under the umbrella of existing Employee Work Wellness programmes

Workplace spirituality attributes the capacity of acceptance of employee inner life nourishment by purposeful work occurs for the benefit of a community (Sandhu, 2015). The major objective of this articulation was to examine the effect of workplace spirituality paradigm on students' achievement at public and private schools of Punjab, Pakistan. The research study was quantitative in nature, descriptive and survey technique was imposed to collect data. The sample of this research study was comprised of 270 participants of public and private schools of the division Sahiwal located in central Punjab. A self-developed questionnaire based on workplace spirituality parameters validated in respect of senior educational expert discussion and piloted before actual data survey. The student's achievement is accessed from the result gazette notification 2017 of eight class conducted by Punjab Examination Commission. The parameters of workplace spirituality like the climate of mutual trust and sense of joy had a direct bearing on public schools students achievement whereas values and worth and goals and objectives had a positive effect on private schools students achievement. Multiple regression analysis was run which shows that workplace spirituality paradigm contributed significantly about 10.8% towards public school student achievement and 10.1% significantly influenced private school students achievement.

Workplace spirituality is a renowned topic now-a-days and is gaining gratitude and value among academicians and industrial people. Workplace spiritual-ity (WPS) aims at meaningful work, sense of community, and value of organization. The purpose of the present study is to examine the relationship between workplace spirituality dimensions and work satisfaction by taking trust as a mediator. Using convenience sampling, a five-point Likert scale questionnaire is used to get data from teachers working in the education sector. Two hundred questionnaires were rotated in universities and 174 responses were generated. Multiple regression is used to test the hypotheses of the study using Barron and Kenny's method. The results showed that WPS has a significantly positive relationship with trust and trust significantly mediates the impact of workplace spirituality on job satisfaction. In future, new dimensions should be added to workplace spirituality. New moderators should be checked along with the mediator. Creativity in the form of improved communication among the teachers can be generated with the help of the promotion of workplace spirituality. The findings indicated that there is a positive relationship between WPS and job satisfaction and trust between employees would mediate the interaction of WPS and job satisfaction as the p-values are less than .05.

Öğretmenler yükselen beklentiler ve hesap verebilirlik sonucunda stres, tükenmişlik gibi negatif durumları daha fazla yaşayabilmektedir. Fakat, taşıdığı anlam ve misyon açısından bakıldığında öğretmenliğin yüksek motivasyon gücüne sahip mesleklerin başında gelmesi beklenmektedir. Bu nedenle öğretmenlerin psikolojik iyi oluşlarının, yaşam anlamı seviyelerinin ve psikolojik sermayelerinin irdelenmesi önem arz etmektedir. Bu açıdan, çalışmanın amacı öğretmenlerin “yaşam anlamı, psikolojik sermaye algıları ve cinsiyet değişkeninin psikolojik iyi oluşları üzerindeki etkisini” incelemektir. Bu kapsamda ilgili değişkenler arasındaki korelasyon incelenmiş ve öğretmenlerin yaşam anlamı, psikolojik sermaye ve cinsiyet değişkenlerinin psikolojik iyi oluşlarını yordama gücü hiyerarşik regresyon ile analiz edilmiştir. Verilerin toplanmasında yaş, cinsiyet vb. olmak üzere katılımcıların demografik bilgilerini belirlemeye yönelik Kişisel Form, çalışma amacına ilişkin Yaşam Anlamı Ölçeği, Psikolojik Sermaye Ölçeği ve Psikolojik İyi Oluş Ölçeği kullanılmıştır. Çalışmadaki veri toplama sürecine uygun örneklem ile seçilen 241 öğretmen katılmıştır. Korelâsyon analizi sonuçlarına göre öğretmenlerin cinsiyet, bazı psikolojik sermaye ve yaşam anlam boyutları, psikolojik iyi oluşları arasında değişen oranlarda anlamlı bir ilişkinin var olduğu bulunmuştur. Hiyerarşik regresyon sonuçlarına bakıldığında yaşam anlamı boyutlarından mevcut anlamın, psikolojik sermaye boyutlarından öz yeterlilik, iyimserliğin ve cinsiyet değişkeninin öğretmenlerin psikolojik iyi oluşlarını anlamlı şekilde orta düzeyde yordadığı bulunmuştur.