A Comparative Study of Male and Female Early Childhood Teachers’ Job Satisfaction in Turkey

Şahin, Fatma Tezel; Sak, Ramazan

doi:10.1007/s10643-015-0738-x

Cited by 15 publications

(10 citation statements)

References 35 publications

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“…This type of reframing was found repeatedly within the data and is not an uncommon finding within the ECE field (Sahin and Sak, 2015). In fact, this is also part of the implicit global and neocolonial discourse of ECE work as a “sacrifice” and “service” for young children; it is a justification for staying in the field, despite the low pay and status of the ECE workforce.…”

Section: Findings and Interpretationssupporting

confidence: 65%

How neocolonialism and globalization affect the early childhood workforce in Nepal and Kenya

Nganga

Akpovo

Thapa³

et al. 2020

Contemporary Issues in Early Childhood

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Research shows that modern forms of colonization are vested with globalizing discourses which include early childhood education, gender, and curriculum policies and practices that are Euro-western based. In this collaborative qualitative study, four ethnographic researchers—two who conduct research in Nepal and two who conduct research in Kenya—explored the influence of globalization and neocolonialism on the work lives of early childhood teachers. Data was drawn from three long-term, in-depth ethnographic projects over a period of 6 to 13 years. The methods of data collection consisted of participant observation, field notes, class observations, individual interviews, and focus groups. This article reports on the findings from focus groups and uses a constant comparative method to analyze the data. Three common themes emerged from the analysis of the two data sets: Euro-western dominance; gendered positioning; and teacher resilience. The teachers used Euro-western language (i.e. English) as a key indicator of quality. The findings revealed that early childhood teachers experienced pressure from parents to conform to Euro-western standards, especially the use of English, thus alienating local languages. Teaching young children continued to be positioned as “women’s work,” resulting in low pay for early childhood education teachers and a lack of professionalism within the field. Although the themes of Euro-western standards and gendered discourses were frequent within the data, the theme of resilience was also found. The teachers displayed perseverance by using various coping mechanisms to counter the lack of resources and deprecated status of early childhood education as women’s work.

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Section: Findings and Interpretationssupporting

confidence: 65%

How neocolonialism and globalization affect the early childhood workforce in Nepal and Kenya

Nganga

Akpovo

Thapa³

et al. 2020

Contemporary Issues in Early Childhood

View full text Add to dashboard Cite

show abstract

“…The working environment, salary and promotion policy were found to be the primary factors of job satisfaction of schoolteachers in Bangladesh (Sultana et al , ). The job satisfaction levels of the female teachers was found to be higher than the male teachers, with special reference to the wages, physical conditions, co‐working status and organisational climate (Sahin & Sak, ). Job satisfaction of public sector teachers was not found to be homogeneous–socio‐economic and demographic factors had a great effect on the job satisfaction level, i.e.…”

Section: Resultsmentioning

confidence: 99%

“…It was suggested that an effective compensation policy and package, promotional opportunities, and end of service benefits should be ensured for all teachers, irrespective of whether they are public or private schools Sultana et al, (). Another suggestion was that appropriate promotional opportunities, physical facilities, workload and class size should be considered for the improvement and betterment of the results Sahin and Sak ().…”

Section: Recommendations and Solutionsmentioning

confidence: 99%

A literature review on teachers’ job satisfaction in developing countries: Recommendations and solutions for the enhancement of the job

Sahito

Väisänen

2019

Review of Education

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This study explored the factors of job satisfaction and dissatisfaction with the recommendations given by the researchers in seventy recruited research studies, which have been conducted for literature review of teachers' job satisfaction in developing countries. The recruited studies were conducted across 21 countries in Asia and Africa, but the majority of them were in Iran, India, Turkey, Pakistan, China and Malaysia. The main purpose of the study was to explore the various relevant factors and, based on them, give recommendations and solutions for the enhancement of the jobs of teachers who work in educational institutions in developing countries. Included in this study were 61 quantitative, two qualitative, and seven mixed research papers. Conducive working conditions, promotional opportunities, fair remuneration, support from headteachers, colleagues and the community, teacher empowerment, and friendships were found to be the major factors affecting the job satisfaction of teachers. An autocratic management style, mistrust, a non-transparent system, a work-life imbalance, an ineffective teaching/learning environment, and unavailability of resources were found to be the main factors affecting job dissatisfaction.

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“…Türkiye'de 2017 yılı verilerine göre erkek okul öncesi öğretmenlerinin oranı % 5.74'tür (MEB, 2017). Erkeklerin sayıca az oldukları bir meslekte kadın öğretmenlere kıyasla bir takım zorluklar yaşadıkları düşünülmektedir (Tezel-Şahin ve Sak, 2016;Sak ve Tezel-Şahin, 2012). Bu nedenle de erkek okul öncesi öğretmenlerinin örgütsel sinizm tutumlarının daha yüksek çıkması beklenen bir durumdur.…”

Section: Discussionunclassified

Okul Öncesi Öğretmenlerinin Mesleki Tükenmişlik Düzeyleri İle Örgütsel Sinizm Tutumları Arasındaki İlişkinin İncelenmesi

Mahmood

Sak

2019

Kastamonu Eğitim Dergisi

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Bu araştırmanın amacı, okul öncesi öğretmenlerinin mesleki tükenmişlik düzeyleri ile örgütsel sinizm tutumları arasındaki ilişkinin incelenmesidir. Tarama modelindeki bu çalışmanın katılımcılarını, seçkisiz örnekleme yöntemiyle belirlenen 408 okul öncesi öğretmeni oluşturmuştur. Çalışmada, veri toplama araçları olarak Kişisel Bilgi Formu, Maslach Tükenmişlik Envanteri-Eğitimci Formu ve Örgütsel Sinizm Ölçeği kullanılmıştır. Araştırmanın veri analizinde bağımsız örneklemler için t testi, Tek Faktörlü ANOVA ve Pearson korelasyon analizi gibi parametrik testler kullanılmıştır. Mesleki tükenmişliğin Duygusal Tükenme boyutu ve duyarsızlaşma boyutu ile örgütsel sinizmin kurumdan uzaklaşma, performansı düşüren etkenler, okula karşı olumsuz tutum, kararların alınmasına katılım boyutları ve sinizm ölçeğinin genel toplamı arasında pozitif yönde anlamlı bir ilişki bulunmuştur. Mesleki tükenmişliğin Kişisel Başarı boyutu ile örgütsel sinizmin kurumdan uzaklaşma, okula karşı olumsuz tutum, kararların alınmasına katılım boyutları ve sinizm ölçeğinin genel toplamı arasında negatif yönde anlamlı bir ilişki bulunmuştur. Mesleki tükenmişliğin Kişisel Başarı boyutu ile örgütsel sinizmin performansı düşüren etkenler boyutu arasında ise bir ilişki bulunmamıştır.

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A Comparative Study of Male and Female Early Childhood Teachers’ Job Satisfaction in Turkey

Cited by 15 publications

References 35 publications

How neocolonialism and globalization affect the early childhood workforce in Nepal and Kenya

How neocolonialism and globalization affect the early childhood workforce in Nepal and Kenya

A literature review on teachers’ job satisfaction in developing countries: Recommendations and solutions for the enhancement of the job

Okul Öncesi Öğretmenlerinin Mesleki Tükenmişlik Düzeyleri İle Örgütsel Sinizm Tutumları Arasındaki İlişkinin İncelenmesi

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