Öğretmenlerin Mesleki Profesyonelliği İle İş Doyumları Arasındaki İlişki

Abstract

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

Examining the Relationship between Teachers’ Individual Innovativeness and Professionalism

“…These behaviours of teachers are also positively related to the quality of instructional practices (Cohen & Hill, 2000), classroom management strategies (Guskey, 1986), improving student learning (Hoque, Alam, & Abdullah, 2011;McDonald, Son, Hindman & Morrison, 2005;Poekert, 2012), school development (Cansoy & Parlar, 2016), teacher job satisfaction (Altınkurt & Yılmaz, 2014), confidence in colleagues (Dean, 2011), teacher self-efficacy and confidence in the school principal (Koşar, 2015). Teacher professionalism refers to enhancing the standards towards student learning and the quality of practices in improving instruction (Hargreaves, 2000).…”

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“…Weil (1997), Shann (1998) In terms of their seniority, there was no significant difference in the job satisfaction level of teachers. Altınkurt and Yılmaz (2014), similarly indicated that, seniority did not cause any significant difference in the job satisfaction of their participants. On the contrary, Güner (2007) and Şen (2008) reported that job satisfaction increases in parallel with seniority years.…”

“…On the contrary, low job satisfaction leads to alienation to the job, meaninglessness of the job for themselves, aggressive reactions, resistance to change, and similar negative consequences (Altınkurt and Yılmaz, 2014). Teacher job satisfaction has an important function in the increasement of the quality in education.…”

“…The analysis showed that there was a difference between natural sciences teachers and pre-school teachers, between social sciences teachers and pre-school teachers, between vocational teachers and pre-school teachers. Altınkurt and Yılmaz (2014), in their studies, examined the relationship between the vocational professionalism and the job satisfaction of teachers, found that there were statistically significant differences between pre-school teachers and other branch teachers. It can be concluded that pre-school teachers have higher job satisfaction because of several factors such as their specific working conditions, the interest and connexion of parents.…”

Job Satisfaction Level Of Government Employees: The General Directorate Of Sport And Sports Federations Sample

“…In the study carried out by Kalay, Arslan and Oflas (2013) in which job satisfaction of nonphysician allied health personnel was examined, it was determined that job satisfaction is low. In various studies conducted in different government institutions, it was determined that job satisfaction levels are at medium level (Günbayı, 2000;Koç, Yazıcıoğlu & Hatipoğlu, 2009;Yılmaz, 2012;Altınkurt & Yılmaz, 2014). At levels of job satisfaction according to gender, significant difference between job satisfaction points and internal and external job satisfactions which are sub-dimensions wasn't found.…”