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Dergi: Eğitim Bilimleri Araştırmaları Dergisi
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Bütün Dergiler
Dergi: Eğitim Bilimleri Araştırmaları Dergisi     Yıl: 2013     Sayı: 3     Dönem:     Sayfa Numaraları : 219-238
Eğitim Fakültesi Öğretim Elemanlarının Kariyer Engelleri İle İş Doyumları Arasındaki İlişki
Yusuf İNANDI

Binali TUNÇ

Fatma USLU
Makale Özeti:

Bu araştırmanın temel amacı eğitim fakültelerinde görev yapan öğretim elemanlarının kariyer engelleri ile iş doyumları arasındaki ilişkiyi ve kariyer engellerinin, iş doyumlarını ne düzeyde yordadığını belirlemektir. Tarama modelindeki araştırmada, veriler, oransız örnekleme tekniği ile ulaşılan 559 öğretim elemanından elde edilmiştir. Araştırmada, öğretim elemanlarının kariyer engellerini belirlemek üzere beş boyut ve 19 maddeli “Kariyer Engelleri Ölçeği”, iş doyum düzeylerini belirlemek üzere ise “İş Doyum Ölçeği” kullanılmıştır.

Elde edilen sonuçlara göre, öğretim elemanlarının kariyer engelleri ile iş doyumları arasında anlamlı bir ilişki bulunmaktadır. Kariyer engellerinin boyutlarının, iş doyumunu yordama düzeyleri farklılaşmaktadır. Öğretim elemanlarının kariyer engelleri, iş doyumunun “yönetim, ilk amirle ilişkiler, işin yapısı, sosyal haklar, işin yapılış şekli, çalışma koşulları ve iletişim boyutunu anlamlı düzeyde yordarken, “çalışma arkadaşları ve maaş” boyutlarını ise anlamlı düzeyde yordamamaktadır. Kariyer engellerinin en fazla yordadığı iş doyumu boyutu sosyal haklardır. Bunu işin yapılma şekli, iletişim ve yönetim boyutları izlemektedir.

Anahtar Sözcükler: öğretim elemanı , kariyer engelleri , iş doyumu ,


Dergi: EBAD/JESR-Eğitim Bilimleri Araştırmaları Dergisi Journal of Educational Sciences Research     Volume: 2013     Number: 3     Annualy:     Page Numbers : 219-238
Relationship between Job Satisfaction and Career Barriers for the Academic Staff of the Education Faculties
Yusuf İNANDI

Binali TUNÇ

Fatma USLU
Abstract :

Introduction

In this study, the "career" process has been discussed in the context of the career process of the academic staff responsible for producing the training and research services at faculties of education. The career process of academic staff means acquiring titles, promotions, and assignments from the initial stages of being a member of the academic staff to the highest levels of academic degrees.

One of the issues that can be addressed in connection with the process of career is "job satisfaction." Job satisfaction has great importance in terms of obtaining more satisfaction for the employee as an individual, i.e., as a human being, from the point of producer and also in organizational terms. It is accepted that an increase in satisfaction level causes an increase in employee commitment to the organization; therefore, productivity increases in organizational terms. In this study, job satisfaction is associated with the academic career barriers from the perspective of the academic staff. This association aims to point out the career process and job satisfaction levels of the academic staff. The career processes of the academic staff (in particular, promotion and the assignment process) are questioned; their career conditions are organized; and an attempt is made to provide an increase in academic productivity.

This becomes an important source of pressure on the academic staff. This study is associated with the relationship between job satisfaction among academic staff and the promotion and assignment process from this point of view.
In the most general sense, a career is a series of positions providing individuals the opportunity to advance in a profession they have chosen, to gain greater earnings, to take on more responsibility, and to acquire respect, power, and reputation (Şimşek, 1999; Bakioğlu & İnandı, 2001). Anafarta (2001) points out that the accumulation of education, skills, and experiences obtained or to be obtained by individuals in the long term makes up their careers.

Educational organizations and especially universities are important places in terms of career. The higher educational institutions constitute a higher stage of educational levels (universities). When one talks about higher education, career facts come to mind, and when one talks about career fact, universities come to mind. However, the wages of the academic staff are reduced by time, and their potential to undertake research is limited (Ergin, 1995). In addition, the following problems are experienced: lack of support given to the academic studies of the academic staff, absence of meeting the economic costs of studies by universities, unsuitable physical conditions for doing research, encountering bureaucratic obstacles for the necessary permits for the studies, inability to participate in meetings such as seminars and symposiums that leads to obtaining sources almost solely from the Internet, the difficulty of having work published, language barriers, and problems caused by the structure of the academic promotion system (Bülbül & Tunç, 2011).

Another problem area is favoritism at the beginning of the academic staff position and at subsequent stages of one’s career. In conclusion, academicians experience problems caused by both academic structure and individual and organizational factors. All these difficulties encountered by the academic staff prevent them from realizing satisfaction from their jobs and bring about a reduction in their level of job satisfaction.Job satisfaction can be considered as positive emotional conditions experienced by employees when their expectations are met. Job satisfaction is associated with levels that meet the expectations of jobs by employees. Peria and Baker (1997) emphasize that career opportunities are more effective than wages in terms of job satisfaction. Similarly, Hill (1994) points out that building a career increases the social status of individuals and states that if individuals are successful, this increases their job satisfaction. In this context, the main aim of this study is to determine career barriers of academic staff who work at the faculty of education, the relationship of their satisfaction levels to their jobs, and to what extent career barriers predict job satisfaction.

Method

In this study, the general screening model has been used. The study includes “demographic variables, differences of opinion, lack of resources, institutional relations, and colleague attitudes toward career barriers’ dimensions, relationships between the academic staff and job satisfaction, effects of job satisfaction and management, relations with supervisors, job structure, and relations with colleagues, work type, pay, communication, working conditions, and social rights.”

A total of 5,920 academic staff worked at the 79 faculties of education under the state universities in Turkey during the year 2010 to 2011. A total of 620 academic staff has been reached with disproportionate sampling; however 559 academic staff creates the sampling of this study. Of these, 45% (252) are women, 55% (307) are men, 44% (246) have seniority of 10 years or less, and 56% (313) have seniority of 11 years or more. According to their academic titles, 37% (207) are assistant professor doctors, 34% (190) are researchers, 17% (95) are senior lecturers, 5% (28) are associate professor doctors, 4% (22) of them are lecturers, 2% (11) of them are professors, and 1% (4) is specialists.

The career barriers scale and the job satisfaction scale have been used. Career Barriers Scale (CBS). In the development of the scale, 34 items for the barriers of the academic staff encountered during their academic careers have been presented for the opinion of experts. The KMO for sampling sufficiency has been calculated as .859 (p <. 01). The reliability for the 19-item scale is .88. The coefficients of internal consistency of the subscales are as follows: 1. Dimension, .55; II. Dimension, .83; III. Dimension, .75; IV. Dimension, .90; V. Dimension, .95. Job Satisfaction Scale (JSS). The Job Satisfaction Scale prepared by Sun (2002) has been used. There are questions regarding personal information in the first section of the scale, and there are 56 items about the job satisfaction levels of teachers in the second section.

The correlation analysis has been made to determine the relationship between career barriers and job satisfaction levels of the academic staff in the first step. The multiple regression analysis has been done to determine the effects of the career barriers of the academic staff to their job satisfaction.

Conclusion

The research results show that there is a relationship between career barriers and job satisfaction of the academic staff. According to this, changes in career barriers affect the levels of job satisfaction of the academic staff. More clearly, the various situations that can be accepted as career barriers, such as foreign language knowledge, number of publications, arbitrary promotion and assignments, bureaucratic progress, institutional conflicts, and communication problems, have negative effects in terms of the level of job satisfaction of academic staff. This non-satisfaction condition can be assessed in two terms. From the perspective of individuals, the right to obtain sufficient satisfaction on a monetary and emotional basis from the working dimension, which is one of the important dimensions of life, is in question. On the other hand, the condition of being unsatisfied in institutional terms can be limited in improvement of the quality of research and education services at the desired level.

Another point supporting the relationship between career barriers and job satisfaction levels of academic staff is the result of the regression analysis. The career barriers of the academic staff predict “management, relations with the first supervisor, job structure, social rights, work type, working conditions, and communication” of job satisfaction at a significant level; it does not predict “colleague and wage” dimensions at a significant level. According to this, the career barriers of the academic staff have no effect on levels of job satisfaction in terms of colleagues and wages. In other words, colleagues of the academic staff and satisfaction levels about wages do not relate closely to career barriers.

On the other hand, the career barriers of the academic staff predict some dimensions of job satisfaction at low levels, and some dimensions of it at relatively high levels. The “social rights” dimension (94.2%) is the job satisfaction level maximum predicated by career barriers. According to this, it can be said that satisfactions of academic staff concerning social rights closely relates to the career barriers they experience, and that the decrease of career barriers mostly affects the increase of their satisfaction about social rights of the academic staff. More clearly, when considering items that have been included in the dimension of social rights, it is understood that the academic staff is sensitive about conditions such as coming to the faculty, and appearing at the faculty, and they think that their promotion opportunities are linked to their relationships with their supervisors.

It is also noted that the career barriers of the academic staff predict dimensions of management (14.2%), communication (16.1%), and work type (27.4%) at significant levels. According to this, the career barriers of the academic staff affect job satisfaction about management, communication, and work type. In the management dimension, it has been observed that the satisfaction of the academic staff in relation to the management process at their faculties is affected by career barriers. In other words, changes in career barriers affect their job satisfaction in connection with the management process at the faculties of academic staff. In addition, their job satisfaction about communication and work type is affected by barriers experienced at their jobs. The career barriers relate to communication problems at the faculty. It is understood that the satisfaction for work type at the faculty relates to career barriers at a higher rate than satisfaction levels about management and communication.

Keywords : academics , career barriers , job satisfaction ,
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