In 2017 and 2018, engineering applications and design process were given weight to with the updates carried out in the Physical Sciences Lesson Curriculum in Turkey. For the STEM education which is at the center of this update to reach its target, it is highly important that students accurately learn what engineers do, what their work field is, the characteristics they should carry and understand the nature of engineering. The present study aims to identify the perception of engineers of 5th, 6th and 7th grade middle school students through drawings. Research Methods: The study group of this research which is a descriptive
ÖzBu çalışmanın amacı, öğretmenlerin mesleki profesyonelliği ile iş doyumları arasındaki ilişkiyi belirlemektir. Tarama modelindeki araştırmanın örneklemi Kütahya il merkezindeki okullarda görev yapan 363 öğ-retmenden oluşmaktadır. Veriler, Öğretmenlerin Mesleki Profesyonelliği Ölçeği ve İş Doyumu Ölçeği ile toplanmıştır. Öğretmenlerin Mesleki Profesyonelliği Ölçeği, Kişisel Gelişim, Kuruma Katkı, Mesleki Duyarlılık ve Duygusal Emek olmak üzere dört faktörden oluşmaktadır. Verilerin analizinde betimsel istatistikler, t-testi, ANOVA ve Pearson korelasyon katsayısı kullanılmıştır. Elde edilen sonuçlara göre öğretmenler, orta düzeyde bir profesyonellik algısına ve iş doyumuna sahiptir. Katılımcıların, kuruma katkı boyutundaki görüşleri cinsiyete ve görev yapılan okul türüne; duygusal emek boyutlarındaki görüşleri görev yapılan okul türüne; kişisel gelişim boyutundaki görüşleri görev yapılan okul türüne; iş doyumu ile ilgili görüşleri görev yapılan okul türüne ve okuldaki öğretmen sayısına göre değişmektedir. Katılımcıların hiçbir boyuttaki görüşü kıdeme göre değişmemektedir. Katılımcıların, kuruma katkı, kişisel gelişim ve mesleki duyarlı-lık ile ilgili görüşleri ile iş doyumu arasında düşük düzeyde, aynı yönde ve anlamlı; duygusal emek ve mesleki profesyonellik toplam puan ile ilgili görüşleri arasında ise orta düzeyde, aynı yönde ve anlamlı ilişkiler vardır.Anahtar Kelimeler: Mesleki profesyonellik, iş doyumu, kamu okulları. Relationship between Occupational Professionalism of Teachers and Their Job Satisfaction AbstractThe purpose of this research is to determine the relationship between occupational professionalism of teachers and their job satisfaction. Designed in survey method, the sample of this research is comprised of 363 teachers working in schools in Kütahya city center. Data was collected using the Occupational Professionalism of Teachers Scale and Job Satisfaction Scale. The Occupational Professionalism of Teachers Scale is comprised of four factors, namely Personal Development, Contribution to Organization, Professional Awareness and Emotional Labor. Data analysis has included descriptive statistics, t-test, ANOVA and Pearson correlation coefficient. Results have shown that teachers have a medium level of perception for professionalism and job satisfaction. The participants' opinions under the "contribution to organization" dimension vary in relation to gender and school type, their opinions under the "emotional labor" dimension vary in relation to school type, their opinions under the "personal development" dimension vary in relation to school type, and their opinions about job satisfaction vary in relation to school type and the number of students working in their organization. The participants' opinions do not vary based on seniority under any dimension. There is a low, even and significant relationship between the participants' views * Doç. Dr., Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi
PurposeThe purpose of this paper is to explore the relationship between school administrators' power sources and teachers' organizational trust levels.Design/methodology/approachThe sample of the study, which employed a survey research method, consisted of 376 primary school teachers in Kutahya, a city in western Turkey. The data gathering instrument of the study incorporated “School Administrators' Organizational Power Sources Scale” and “Organizational Trust Scale”. Descriptive statistics and regression analysis were used to analyze the data.FindingsAccording to the research findings, the participant teachers' organizational trust levels were high. When power sources used by school administrators were considered, they positively correlated with the teachers' organizational trust perceptions at a moderate level. However, only referent power was the significant predictor of organizational trust perceptions, while referent power, expert power and reward power were significant predictors of trust in administrator. Although the other power sources were highly preferred, they did not have an influence on employees' organizational trust perceptions. Power sources used by administrators explained approximately two‐fifths of total organizational trust perceptions of the teachers and three‐fifths of trust in administrator perceptions.Research limitations/implicationsThe research was limited to state primary school teachers' perceptions.Practical implicationsThe research findings could be used to analyze primary school teachers' organizational trust environment. To increase the organizational trust levels of the staff, school administrators can prefer the power of expertise, charisma and awards. In this respect, conducting studies especially to develop the expertise of the administrators can contribute to the development of the trust perceptions of the staff.Originality/valueAlthough there are studies on organizational trust, research connected to the relationship between power sources preferred by administrators and organizational trust has not been found. Furthermore, organizational power at schools is one of the disregarded fields of education.
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