This study aims at exploring the relationship between teachers' organizational justice and work engagement level and reveal whether teachers' perception of organizational justice and work engagement differs across various demographic characteristics. The study utilized the survey design, one of the quantitative research methods. The research population consists of teachers working at primary, secondary and high schools located within the central districts of Kahramanmaraş. The sample is composed of 476 teachers. The data were analyzed by t-test, ANOVA, correlation and regression analyses. Research results have revealed that teachers' views on organizational justice and work engagement are at a high level. Besides, teachers' views on organizational justice and work engagement significantly differ across their branches and school types. A significant, positive and medium level of relationship has been identified across teachers' organizational justice and work engagement levels. It has also been found that organizational justice is a significant predictor of work engagement.
This research aims to explore whether prospective teachers' attitudes towards the teaching profession vary across demographic characteristics. A meta-analysis has been conducted for the related studies on prospective teachers' attitudes towards the teaching profession in Turkey. The effect sizes for random effects model have been employed over 103 studies in terms of gender, 26 regarding grade level, 18 for the presence of a teacher in the family, and 11 for the graduated faculties by using Hedges' g coefficient. Various methods have been utilized in an attempt to examine publication bias in the meta-analysis, such as the funnel plots, Duval and Tweedie's trim and fill method, and Egger's regression test. The findings revealed that prospective teachers' attitudes towards the teaching profession significantly varied depending on the gender in favor of the females with medium effect while the variables; grade level, the presence of a teacher in the family, and type of faculty, did not significantly change prospective teachers' attitudes towards teaching profession. This indicates that only the gender variable from the demographic characteristics changes prospective teachers' attitude towards the teaching profession.
This research aims to explore the relationship between career decision regret, job satisfaction and life satisfaction aswell as determining whether career decision regret significantly predicts job satisfaction and life satisfaction. Havinga descriptive research design, the research has employed relational survey model. The population of the researchholds a total of 7671 teachers and administrators who work at pre-school education institutions, primary, secondaryand high schools located within the central provinces of Kahramanmaraş. The research sample consists of 365participants who have been selected through a random sampling method. The research has deployed “CareerDecision Regret Scale”, “Job Satisfaction Scale” and “Satisfaction with Life Scale”. Independent groups t-test,one-way ANOVA test, Pearson correlation and regression analysis have been used during data analysis. Researchresults have revealed that teachers’ and school administrators’ career decision regret is at “a little” level; they haveexperienced a medium level of general, intrinsic and extrinsic satisfaction; they are at the level of “neither agree nordisagree" in terms of life satisfaction; there is a negative and medium level relation between career decision regretand life satisfaction and between career decision regret and job satisfaction; a significant, positive and medium levelrelation between job satisfaction and life satisfaction; career decision regret is a significant predictor of jobsatisfaction and life satisfaction; 25% of the total variance of job satisfaction and 22% of the total variance of lifesatisfaction level of teachers are explained by career decision regret.
This research aims to explore teachers' perception of organizational silence in terms of various demographic variables. The research has been conducted with teachers, who work at state schools located within the central districts of Kahramanmaraş (Dulkadiroğlu and Onikişubat). The research sample holds 392 teachers in total. Having a quantitative research model, this research holds a survey model. The research data has deployed "Organizational Silence Scale" including 18 items. Frequency, percentage, t-test and one-way analysis of variance (ANOVA) and regression analysis have been used during data analysis. Research results have revealed that teachers experience a medium level of organizational silence. Besides, teachers' perception of organizational silence does not significantly differ across demographic variables. The research has also suggested that demographic variables are not a significant predictor of organizational silence perception of teachers.
The aim of this study is to reveal the impact of demographic features on teachers'work engagement. The sample of the study consists a total of 433 primary school and branch teachers working at primary and secondary schools located within the province of Kahramanmaraş during the academic year of 2014-2015. Path analysis was conducted using structural equation modeling in the study. The findings showed that the model was found to be statistically significant (CFI=0.94; TLI=0.92; RMSEA=0.06; SRMR=0.04). The findings also revealed that gender, marital status, age, branch and the educational status were not statistically significant factors on teachers' work engagement, but the effect of seniority variable is statistically positive and significant. Based on the findings that teachers' work engagement increase the seniority, it is suggested that it might be benefited from the teachers who have high seniority in areas such as counseling, mentoring, academic studies and management at schools. (2013) ise yaptıkları çalışmada pozitif örgütsel davranışları kavramsal olarak incelemiş, işe adanma kavramının yerine işe ilgi duyma, işe kapılma, işle bütünleşme, işe bağlılık, işe tutkunluk, işe cezbolma, işe angaje olma gibi kavramların da kullanıldığı belirlemişlerdir. Yapılan çalışmalara bakıldığında hem çalışmaların niceliksel olarak hem de işe angaje olmaya etkisi araştırılan demografik özelliklerin sayı olarak sınırlı olduğu görülmüştür. Bu çalışmada geçmiş çalışmalardan farklı olarak cinsiyet, medeni durum, yaş, branş, eğitim durumu ve kıdem değişkenlerinin aynı anda işe angaje olmaya etkisi incelenmiş, bu demografik değişkenlerin istatistiksel olarak işe angaje olmanın ne kadarını açıkladığına bakılmıştır. Bu yönüyle çalışmanın, Türkiye'de, demografik özelliklerin işe angaje olma üzerine etkisinin incelendiği ilk çalışma niteliğinde olduğu söylenebilir. Yapısal eşitlik modeli kullanılarak yapılan yol analizi sonucundan elde edilen bulgulara göre demografik özelliklerin işe angaje olmanın %10' unu açıklandığı ortaya çıkmıştır (R 2 =0.10; p<0.01). Demografik değişkenler arasında sadece kıdem değişkenin anlamlı olduğu görülürken (βkıdem=.22, p<0.05), diğer demografik değişkenlerle işe angaje olma arasında anlamlı ilişki bulunmamıştır (βcinsiyet=.14, p=0.14; βmedeni=.00, p=0.97; βyaş=.17, p=0.12; βbranş=.21, p=0.08; βeğitim =.07, p=0.60). Model uyum indekslerine bakıldığında CFI, TLI, değerleri 0,90'ın üzerinde olduğu ve RMSEA ve SRMR değerlerinin 0.08'den küçük olduğu bulunmuş ve modelin kabul edilebilir olduğu görülmüştür (χ²(205,602)=546.40; CFI=0.94; TLI=0.92; RMSEA=0.06; SRMR=0.04). Öğretmenlerin kıdemlerinin artmasıyla işe angaje olma düzeylerinin de arttığı bulgusuna dayalı olarak araştırma sonucunda okullarda danışmanlık, rehberlik, akademik çalışmalar ve yönetim gibi alanlarda kıdemi yüksek öğretmenlerden faydalanılabileceği önerisi getirilmiştir. Öğretmenlerin aile eğitim durumları, gelir durumları, çalıştıkları sosyoekonomik çevre gibi farklı demografik özelliklerin öğretmenlerin işe angaje olmalarına et...
This paper was checked for plagiarism using iThenticate during the preview process and before publication. / Bu çalışma ön inceleme sürecinde ve yayımlanmadan önce iThenticate yazılımı ile taranmıştır.
Inspection is the control of to what extent organizational objectives has been achieved. There are different types of inspection varying from aim to process and risk-based inspection is SUMMARYDifferent definitions have been made for supervision; understanding whether organizational objects are appropriate for predetermined principles and rules in accordance with adopted purposes (Aydın, 2000), the process of controlling human behaviors on behalf of the public and organizations (Taymaz, 2012), a control method of behaviors on behalf of the public interest (Bursalıoğlu, 2012). In short supervision is the process of control whether organizational objects are reached or not. In the other definition; supervision is said to include encouraging teacher development; choosing, reviewing and improving learning objectives, teaching materials and teaching methods and evaluating teaching (Harris, 1963. Translator: Oktay, 1999.According to Uyar (2006), Risk-Based Supervision is a process focusing on business risks, direction and control of these risks. In the inspection risk-based approach, inspectionors focus on the main risks of the company and systems that provide control and management of these risks (Uyar,2006). In risk-based supervision,
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.