An Investigation of the Relationship between Teachers’ Levels of Believe in Education and Work Engagement

Abstract

ABSTRACT:The purpose of the present study is to examine the relationship between teachers' levels of believe in education and work engagement. The study, designed as a correlational research, has a total of 220 teachers working in various public schools. The participants were surveyed by the "Teachers' Levels of Believe in Education Scale" developed by Akın and Yıldırım (2015) and "Work Engagement Scale" developed by Schaufeli, Salanova, González-Romá and Bakker (2002) originally and translated into Turkish by Atilla-Bal (2008). The data were collected through spring semester of 2015-2016 academic years. The data were analyzed by conducting t test, ANOVA, Pearson correlation, and multiple linear regression. In the study it was observed that teachers' levels of believe in education were medium level and their work engagement perceptions were slightly above the middle level. Furthermore it was concluded that there was a low, positive and statistically significant relationship between teachers' levels of believe in education and work engagement. In addition, it was also founded that teachers' levels of believe in education was a significant predictor of work engagement perceptions of teachers.Keywords: believe in education, work engagement, teacher. ÖZ:Bu çalışmanın amacı, öğretmenlerin eğitime inanma ile işle bütünleşme düzeyleri arasındaki ilişinin incelenmesidir. İlişkisel tarama modelinin kullanıldığı bu çalışmada, çalışma grubunu çeşitli kamu okullarında görev yapmakta olan 220 öğretmen oluşturmaktadır. Çalışmada veri toplama aracı olarak Akın ve Yıldırım (2015) tarafından geliştirilmiş olan "Öğretmenlerin Eğitime İnanma Düzeyleri Ölçeği" ile Schaufeli, Salanova, González-Romá ve Bakker (2002) tarafından geliştirilen ve Türkçe'ye uyarlama çalışmaları Atilla-Bal (2008) tarafından yapılan "İşle Bütünleşme Ölçeği" kullanılmıştır. Veriler 2015-2016 öğretim yılı bahar döneminde toplanmıştır. Ölçeklerin yapı geçerliği, doğrulayıcı faktör analizi (DFA) ile sınanmış ve güvenirliği için ise Cronbach alfa katsayıları hesaplanmıştır. Verilerin çözümlenmesinde t testi, ANOVA, Pearson korelasyonu ve çoklu regresyon analizinden yararlanılmıştır. Araştırma sonucunda öğretmenlerin eğitime inanma ve işle bütünleşme düzeylerinin orta düzeyde olduğu tespit edilirken, öğretmenlerin eğitime inanma ve işle bütünleşme düzeyleri arasında düşük düzeyde, pozitif yönlü ve istatistiksel olarak anlamlı bir ilişkinin olduğu saptanmıştır. Araştırmada ayrıca öğretmenlerin eğitime inanma düzeylerinin işle bütünleşme düzeylerinin anlamlı bir yordayıcısı olduğu belirlenmiştir.Anahtar kelimeler: eğitime inanma, işle bütünleşme, öğretmen.

The Relationship between Work Engagement and Perceived Organizational Justice

“…Besides, Kavgacı (2014) and Köse (2015) have reached the conclusion that teachers' work engagement levels increase as their teaching experience increases. However, Gün (2017) has concluded that teachers' work engagement levels do not significantly vary across their seniority as in the present study.…”

“…The results of the research have revealed that the teachers' work engagement levels do not significantly differ across their gender, marital status, educational status and seniority. The studies conducted by Gün (2017), Kavgacı (2014), Köse (2015) and Sezen (2014) have shed light into the fact that teachers' work engagement levels do not significantly vary across their gender. Gün (2017) has found no significant difference in terms of marital status, while Sezen (2014) has identified that there is a statistically significant difference among teachers' perceptions towards the overall work engagement and dedication subscale in favor of married teachers.…”

“…The studies conducted by Gün (2017), Kavgacı (2014), Köse (2015) and Sezen (2014) have shed light into the fact that teachers' work engagement levels do not significantly vary across their gender. Gün (2017) has found no significant difference in terms of marital status, while Sezen (2014) has identified that there is a statistically significant difference among teachers' perceptions towards the overall work engagement and dedication subscale in favor of married teachers. In addition, Köse (2015) has found a statistically significant difference in professional attitude dimension in favor of those who are married.…”

“…The national literature gives insights into the different uses of the work engagement concept by different researchers. The studies mostly entitle the concept in Turkish as work engagement/ işle bütünleşme (Akman & İmamoğlu-Akman, 2017;Ardıç & Polatcı, 2009;Arı, 2011;Erim, 2009;Gündüz, Çapri & Gökçakan, 2013;Gün, 2017;Kavgacı, 2014;Kavgacı & Çalık, 2017;Maraqa, 2017;Öncel, 2007;Sezen, 2014), work engagement/işe angaje olma (Arslan & Demir, 2017;Güneşer, 2007;Köse, 2015Köse, , 2016aKöse, , 2016bÖzkalp & Meydan, 2015) work engagement/ işe adanma (Atilla- Bal, 2008;İnce, 2016;Kanten & Yeşiltaş, 2013), work engagement/işe cezbolma (Ertemli, 2011;Esen, 2011), work engagement/ çalışmaya tutkunluk (Turgut, 2011), work engagement/ işe kapılma (Öner, 2008) Köse (2015) adopted the concept of job engagement as "İşe Angaje Olma (Work engagement)" during the adaptation process of the "Job Engagement" scale into Turkish. The concept of "İşe Angaje Olma (Work engagement)" has been preferred in the other two studies conducted by Köse (Köse, 2016a;Köse, 2016b).…”

“…Based on this importance, this research aims to explore the relationship between employees' work engagement and their organizational justice perceptions. Upon analyzing the relevant literature, there are various studies which examine the work engagement behaviors of the employees having different jobs; however, limited number of studies whose sample consisted of teachers have been undertaken on the relation between teachers' work engagement levels and their perceptions of work life quality (Ak-man & İmamoğlu-Akman, 2007), their performance and intention of leaving the workplace (Öncel, 2007), some individual and organizational variables (Kavgacı, 2014), their loneliness levels in the workplace (Sezen, 2014), organizational support perception and organizational climate (Köse, 2015) and the level of belief in education (Gün, 2017) As a result of the literature review conducted within the scope of this research, such a study has been considered as noteworthy since there is still no research evidence exploring the relationship between teachers' work engagement levels and their organizational justice perceptions. Therefore, by analyzing whether teachers' work engagement levels and their organizational justice perceptions differ across several socio-demographic variables; the relationship between work engagement and organizational justice perception and whether organizational justice will predict work engagement, this research tries to provide new insights for the related literature.…”