Teachers' Views Regarding Workaholism and Occupational Professionalism

Abstract

While educational organizations are in the pursuit of survival, they also feel existing and increasing public and environmental pressures. To overcome these pressures requires employees who can respond to these pressures. This also leads the employees to work harder and necessitates them to be more enduring and responsive. If such teachers are working in schools where occupational professionalism is high, they respect to the expertise of their colleagues, work in cooperation, strive for effective teaching and are quite eager to do their job [42]. To have morally sound generations is possible with teachers carrying out their occupations professionally, as well [27]. For these reasons, teachers' being professional may result in workaholism. Workaholics feel obliged to work, not because of external demands or pleasure in work, but because of inner pressures that make the person distressed and guilty about not working [38]. In this respect, the aim of this study is to determine the relationship between teachers' opinions about workaholism and occupational professionalism. The population of the study conducted in relational screening model consists of 218 high school teachers who work in Nevşehir province during the education year of 2015-2016. Workaholism and Occupational Professionalism scales were used as data collection tools. Means and standard deviations were calculated and correlation analysis was conducted to analyze the data. The findings indicate that teachers' opinions about occupational professionalism are "Agree". While the scores for the subscales of 'professional awareness' and 'emotional labor' are the highest, the scores for the sub dimension of 'personal development' and 'contribution to organization' are the lowest. On the other hand, the average score for workaholism and its sub dimension are 'Agree'. This means that teachers perceive themselves as being workaholics.

Öğretmenlerin Mesleki Profesyonelleşme Düzeyi ile Öz-Yeterlilikleri Arasındaki İlişkinin İncelenmesi

“…As a result of the research, when the arithmetic average of the teachers' professionalism levels was examined, it was determined that their professional behavior levels were high. These results are quite consistent with the results of Ekici and Çetin (2022), Akman (2019), Hoşgörur (2017), and Nartgün, Ekinci, Tukel, and Limon (2016 who reported that teachers' professionalization levels are at an acceptable level. The high level of teachers' professionalism can be interpreted as the teachers' self-evaluation as sufficient.…”

Burnout, workaholism e qualidade de vida entre docentes de pós-graduação em enfermagem

“…(3) Em ambas situações, torna-os exaustos emocionalmente pelo tempo insuficiente para recuperação. (1,21) Ainda, a intensificação laboral, o produtivismo acadêmico e a precarização do trabalho têm contribuído para o adoecimento dos docentes de universidades públicas brasileiras, considerando suas atividades simultâneas na graduação, pós-graduação e gestão. (22) Quanto a relação entre baixa eficácia profissional e trabalho compulsivo e excessivo, diante da necessidade de dominar teorias e métodos e da dinamicidade da área da saúde, os docentes podem apresentar sentimentos de incompetência no trabalho e compensam trabalhando duro para se sentirem mais competentes, sendo esse processo permeado pelo perfeccionismo socialmente prescrito, autodisciplina, energia e ambição.…”

Impact of Workaholism on Teachers' Occupational Professionalism at the Secondary School Level

“…They work hard to make their teaching activities effective and develop enthusiasm in carrying out their teaching-learning process and other assigned responsibilities (Innanen et al, 2014). Organizational performance depends on teachers' attitude, behavior, understanding of the task, ability to complete it, and proficiency (Nartgun et al, 2016). Teachers' immense work engagement, intrinsic desire to work, and intense passion for deep involvement for long hours make them expert, experienced, and professional (Stoeber & Damian, 2016).…”

“…1. The scale of workaholism consisted of major indicators like feeling driven to work, work enjoyment, work involvement, work engagement, willingness to work, working excessively & working compulsively with 28 items (Aziz et al, 2013;Andreassen, 2014;Nartgun et al, 2016;Zainal, 2018).…”