Examining the Relationships between Occupational Professionalism and Organizational Cynicism of Teachers

Abstract

The purpose of this study is to explore the relationships between occupational professionalism and organizational cynicism levels of teachers. The sample of this study, designed as a survey research, consists of 436 teachers employed in schools in the city center of the province of Denizli, Turkey. The data of the study were collected through the administration of Teachers' Occupational Professionalism Scale and Organizational Cynicism Scale to the sample group. In data analysis, descriptive statistics, t-test, ANOVA and regression analyses were conducted. The results of the study indicate that occupational professionalism of teachers was high and their organizational cynicism was close to medium level. Low and negative relations were found between occupational professionalism of teachers and their cognitive and affective cynicism levels. According to regression analysis, only contribution to organization as one of the four sub-dimensions of occupational professionalism was a significant predictor of cognitive and affective cynicism of teachers. Occupational professionalism of teachers was not observed to be significantly influential on the behavioral cynicism of teachers. All four dimensions of occupational professionalism of teachers together explained 4.3% of cognitive cynicism of teachers and 5% of their affective cynicism.

A Study on the Relationships between Teachers’ Critical Thinking Dispositions and Their Perceptions of Occupational Professionalism

“…These findings concur with the findings reported in the literature on occupational professionalism (Altinkurt & Ekinci, 2016;Altinkurt, & Yilmaz, 2014;Çelik & Yılmaz, 2015;Yorulmaz et al, 2015). In light of these findings, it can be argued that teachers do not invest enough efforts to acquire up-to-date knowledge and skills required by their profession and their contribution to their organizations is relatively limited.…”

Correlation between Occupational Professionalism of Teachers and Their Fear of Loss of Dignity

“…Teachers who took part in the research stated that they exhibited the least professionalism in personal development. The order that this study presents for the sub-aspects of professionalism is consistent with the results of Altinkurt and Ekinci (2016), Altınkurt and Yılmaz (2014), Çelik and Yılmaz (2015), and Yorulmaz et al (2015).…”

“…Based on the participants' opinions, it is possible to say that female teachers put out more occupational sensitivity and emotional labor compared to their male counterparts. Altinkurt and Ekinci (2016), Çelik and Yılmaz (2015) and Yorulmaz et al (2015) also concluded in their research that there is a significant difference according to gender in the same aspects, in favor of females. Altınkurt and Yılmaz (2014) only identified a significant difference by gender in contribution to the institution, favoring males.…”

“…Altınkurt and Yılmaz (2014) and Yorulmaz et al (2015) concluded in their study that occupational seniority did not significantly alter teachers' perception of professionalism. With that said, studies which suggest a significant difference in professionalism by occupational seniority state that the higher the seniority, the more the perception of professionalism tends to increase (Altinkurt & Ekinci, 2016;Karaca, 2015). This result points to the conclusion that the experience teachers gain throughout the years contributes to their emotion management skills and that this skill can be improved.…”

A Qualitative Study on Foreign Language Teaching Anxiety

“…Ekiz'e (2003) göre, bireysel olarak öğretmenlerin öğretmenlik rolünü oynayabilmesi ve kültürel olarak öğrencilerin toplumsal ihtiyaçlara göre yetiştirilebilmesi için yeterli bilgi ve beceriye sahip olmaları gerekmektedir. Bazı araştırma bulgularına (Altınkurt ve Ekinci, 2016;Karaca, 2015) Tablo.1'de yer alan, öğretmenlik mesleği genel yeterlikleri, öğretmenlerin kendi yetkinlik düzeylerini ve geliştirilmesi gereken yönlerini belirlemelerinde, öğretmen adayı yetiştiren yükseköğretim kurumlarının öğretim programlarının düzenlenmesinde, öğretmenlerin mesleğe kabul ve adaylık süreçlerinde, meslekî gelişim ihtiyaçlarının tespit edilmesinde ve bu ihtiyaçları gidermeye yönelik faaliyetlerin planlanmasında, öğretmenlerin performanslarının değerlendirilmesinde, kariyerlerini geliştirmelerinde ve öğretmenlik mesleğinin statüsünün güçlendirilmesi çalışmalarında dikkate alınacak temel bir referans metin olma özelliği taşımaktadır (MEB, 2017:9). Ayrıca, yeterliklerin öğretmen yetiştirme ve geliştirme sürecinde temel bir kaynak olarak YÖK, sivil toplum örgütleri, sendikalar ile kamu kurum ve kuruluşları tarafından belirlenecek politika ve uygulamalarda eşgüdüm sağlayabileceği belirtilmektedir.…”