Research Article
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Job Satisfaction with Profession among Teachers in Türkiye: Perceptions of Social Utility and Educational Policy Influence

Year 2023, Volume: 10 Issue: 5, 200 - 213, 01.09.2023

Hilal Büyükgöze

https://doi.org/10.17275/per.23.82.10.5

Abstract

Teachers’ job satisfaction with their profession can vary depending on a variety of factors encompassing both individual and societal realms. This study delves into teachers' job satisfaction with their profession within the context of Türkiye, focusing on societal-level variables. Specifically, it explores the role of social utility, and perceptions of value and educational policy influence on teachers’ job satisfaction with their profession. Teacher level data collected across Türkiye by the Organisation for Economic Co-operation and Development (OECD) within the scope of the Teaching and Learning International Survey (TALIS) 2018 cycle was utilized in the research. The results of the regression analysis revealed that teacher perceptions of social utility and educational policy influence positively predict teachers’ job satisfaction with their profession. The regression model accounted for about 13% of the total variance in teachers’ job satisfaction with their profession. Overall, teachers who believe that their work is valued and meaningful to society are more satisfied with their profession, as are the professional satisfaction of participants who feel that their opinions on educational policies are heard and acknowledged. Thus, it is critical for teachers’ job satisfaction to value and consider their opinions and feedback in the development of education policies. This research suggests that by acknowledging the importance of teachers’ perspectives and involving them actively in policy making processes, their overall job satisfaction can be enhanced.

Keywords

job satisfaction with profession social utility education policies teachers TALIS 2018

References

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  • Ayyildiz, P., & Yilmaz, A. (2021). ‘Moving the Kaleidoscope’ to see the effect of creative personality traits on creative thinking dispositions of preservice teachers: The mediating effect of creative learning environments and teachers’ creativity fostering behavior. Thinking Skills and Creativity, 41(100879), 1-10. https://doi.org/10.1016/j.tsc.2021.100879
  • Bellibaş, M. Ş. (2023). Empowering principals to conduct classroom observations in a centralized education system: Does it make a difference for teacher self-efficacy and instructional practices? International Journal of Educational Management, 37(1), 85-102. https://doi.org/10.1108/IJEM-02-2022-0086
  • Buluç, B., & Demir, S. (2015). The relationship between job satisfaction and self-efficacy based on elementary and middle school teacher’s perceptions. Ahi Evran University Kırşehir Faculty of Education Journal, 16(1), 289-308.
  • Buyukgoze, H. (2023). Linking beliefs in reading with lifelong learning tendencies among undergraduates: The mediating role of enthusiasm for reading. Psychology in the Schools, 1-16. Advanced online publication. https://doi.org/10.1002/pits.22951
  • Büyükgöze, H., & Gün, F. (2017). Exploring teaching satisfaction of public high school teachers: Empirical evidence from Turkey. Acta Didactica Napocensia, 10(4), 11-20.
  • Büyükgöze, H., & Yakut-Özek, B. (2023). The predictors of students’ like mathematics: Confidence, value, and instructional clarity – TIMSS 2019. Nevşehir Hacı Bektaş Veli University Journal of Social Sciences Institute, 13(1), 623-638. https://doi.org/10.30783/nevsosbilen.1230972
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  • Dreer, B. (2021). Teachers’ well-being and job satisfaction: The important role of positive emotions in the workplace. Educational Studies. https://doi.org/10.1080/03055698.2021.1940872
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  • Evans, L. (2001). Delving deeper into morale, job satisfaction and motivation among education professionals: Re-examining the leadership dimension. Educational Management Administration and Leadership, 29(3), 291-306.
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London, England: SAGE.
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  • Harrison, M. G., King, R. B., & Wang, H. (2023). Satisfied teachers are good teachers: The association between teacher job satisfaction and instructional quality. British Educational Research Journal, 49, 476-498. https://doi.org/10.1002/berj.3851
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  • Liu, S., Keeley, J. W., & Sui, Y. (2023). Multi-level analysis of factors influencing teacher job satisfaction in China: Evidence from the TALIS 2018. Educational Studies, 49(2), 239-259. https://doi.org/10.1080/03055698.2020.1837615
  • Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction and teachers’ intentions to quit. Teaching and Teacher Education, 105. https://doi.org/10.1016/j.tate.2021.103425
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Year 2023, Volume: 10 Issue: 5, 200 - 213, 01.09.2023

Hilal Büyükgöze

https://doi.org/10.17275/per.23.82.10.5

Abstract

References

  • Admiraal, W., & Røberg, K-I., K. (2023). Teachers’ job demands, resources and their job satisfaction: Satisfaction with school, career choice and teaching profession of teachers in different career stages. Teaching and Teacher Education, 125. https://doi.org/10.1016/j.tate.2023.104063
  • Akcaoglu, M., & Akcaoglu, M. O. (2022). Understanding the relationship among self-efficacy, utility value, and the community of inquiry framework in preservice teacher education. International Review of Research in Open and Distributed Learning, 23(2), 86-106. https://doi.org/10.19173/irrodl.v23i1.5717
  • Allison, P. (1999). Multiple regression: A primer. Pine Forge Press.
  • Angelle, P. S. (2011). Teachers as leaders: Collaborative leadership for learning communities. Counterpoints, 408, 229-238.
  • Arar, K., Saiti, A., Anysiadou, M., & Arar, E. A-Z. (2022). Understanding school leaders and educators’ attitudes towards youth migrants: An experimental analysis. Equity in Education and Society, 1(2), 237-260. https://doi.org/10.1177/27526461221102458
  • Ayyildiz, P., & Yilmaz, A. (2021). ‘Moving the Kaleidoscope’ to see the effect of creative personality traits on creative thinking dispositions of preservice teachers: The mediating effect of creative learning environments and teachers’ creativity fostering behavior. Thinking Skills and Creativity, 41(100879), 1-10. https://doi.org/10.1016/j.tsc.2021.100879
  • Bellibaş, M. Ş. (2023). Empowering principals to conduct classroom observations in a centralized education system: Does it make a difference for teacher self-efficacy and instructional practices? International Journal of Educational Management, 37(1), 85-102. https://doi.org/10.1108/IJEM-02-2022-0086
  • Buluç, B., & Demir, S. (2015). The relationship between job satisfaction and self-efficacy based on elementary and middle school teacher’s perceptions. Ahi Evran University Kırşehir Faculty of Education Journal, 16(1), 289-308.
  • Buyukgoze, H. (2023). Linking beliefs in reading with lifelong learning tendencies among undergraduates: The mediating role of enthusiasm for reading. Psychology in the Schools, 1-16. Advanced online publication. https://doi.org/10.1002/pits.22951
  • Büyükgöze, H., & Gün, F. (2017). Exploring teaching satisfaction of public high school teachers: Empirical evidence from Turkey. Acta Didactica Napocensia, 10(4), 11-20.
  • Büyükgöze, H., & Yakut-Özek, B. (2023). The predictors of students’ like mathematics: Confidence, value, and instructional clarity – TIMSS 2019. Nevşehir Hacı Bektaş Veli University Journal of Social Sciences Institute, 13(1), 623-638. https://doi.org/10.30783/nevsosbilen.1230972
  • Büyükgöze, H., & Özdemir, M. (2017). Examining job satisfaction and teacher performance within Affective Events Theory. İnönü University Journal of the Faculty of Education, 18(1), 311-325. https://doi.org/10.17679/inufed.307041
  • Büyükgöze, H., Şayir, G., Gülcemal, E., & Kubilay, S. (2018). Examining the relationship between social justice leadership and student engagement among high school students. Çukurova University Faculty of Education Journal, 47(2), 932-961. https://doi.org/10.14812/cuefd.373808
  • Cable, D. M., & Edwards, J. R. (2004). Complementary and supplementary fit: A theoretical and empirical integration. Journal of Applied Psychology, 89, 822-834.
  • Cambon, L., Djouari, A., & Beauvois, J-L. (2006). Social judgment norms and social utility: When it is more valuable to be useful than desirable. Swiss Journal of Psychology, 65, 167-180. https://doi.org/10.1024/1421-0185.65.3.167
  • Ceylan, E., & Özdoğan-Özbal, E. (2020). The effects of extrinsic and intrinsic factors on teachers’ job satisfaction in TALIS 2018. International Online Journal of Primary Education, 9(2), 244-259.
  • Chou, C-P., & Bentler, P. M. (1995). Estimates and tests in structural equation modeling. In R. H. Boyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 37-56). Thousand Oaks, CA: SAGE.
  • De Cooman, R., De Gieter, S., Pepermans, R., Du Bois, C., Caers, R., & Jegers, M. (2007). Graduate teacher motivation for choosing a job in education. International Journal for Educational and Vocational Guidance, 7(2), 123–136.
  • DeMaris, A. (2004). Regression with social data: Modeling continuous and limited response variables. Hoboken, NJ: Wiley.
  • Demirkasımoğlu, N. (2018). The role of abusive supervision in predicting teachers’ withdrawal and revenge responses. Culture and Education, 30(4), 693-729. https://doi.org/10.1080/11356405.2018.1519904
  • Demirtaş, H., & Kırbaç, M. (2016). The views of pedagogic formation certificate program students regarding pedagogic formation training. Trakya University Faculty of Education Journal, 6(2), 138-152.
  • Dompnier, B., Pansu, P., & Bressoux, P. (2007). Social utility, social desirability and scholastic judgments: Toward a personological model of academic evaluation. European Journal of Psychology of Education, 22, 333-350. https://doi.org/10.1007/BF03173431
  • Dreer, B. (2021). Teachers’ well-being and job satisfaction: The important role of positive emotions in the workplace. Educational Studies. https://doi.org/10.1080/03055698.2021.1940872
  • Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105, 399–412.
  • Evans, L. (2001). Delving deeper into morale, job satisfaction and motivation among education professionals: Re-examining the leadership dimension. Educational Management Administration and Leadership, 29(3), 291-306.
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London, England: SAGE.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). McGraw Hill.
  • Fraser, H., Draper, J., & Taylor, W. (1998). The quality of teachers’ professional lives: Teachers and job satisfaction. Evaluation and Research in Education, 12(2), 61-71. https://doi.org/10.1080/09500799808666932
  • Gandolfi, H. E., & Mills, M. (2022). Teachers for social justice: Exploring the lives and work of teachers committed to social justice in education. Oxford Review of Education, 1-19.
  • Gavish, B., & Friedman, I. A. (2011). Novice teachers as organisational people: Expectations of a professional work environment, collegiality, recognition and respect. Educational Studies, 37, 451-467. https://doi.org/10.1080/03055698.2010.540891
  • Giersch, J. (2016). A test of personal and social utility values and the appeal of a career in teaching. Educational Research for Policy and Practice, 15, 163-173. https://doi.org/10.1007/s10671-016-9194-7
  • Green, S. B., & Yang, Y. (2009). Commentary on coefficient alpha: A cautionary tale. Psychometrika, 74, 121–135. https://doi.org/10.1007/s11336-008-9098-4
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). New York: Pearson.
  • Han, H., Bong, M., Kim, S-i., & Kwon, S. K. (2019). Utility value and emotional support of teachers as predictors of student utility value and achievement. Educational Psychology, 42(4), 421-438. https://doi.org/10.1080/01443410.2019.1693509
  • Harrison, M. G., King, R. B., & Wang, H. (2023). Satisfied teachers are good teachers: The association between teacher job satisfaction and instructional quality. British Educational Research Journal, 49, 476-498. https://doi.org/10.1002/berj.3851
  • Hayes, A. F., & Coutts, J. J. (2020). Use omega rather than Cronbach’s alpha for estimating reliability. But... Communication Methods and Measures, 14(1), 1-24. https://doi.org/10.1080/19312458.2020.1718629
  • Hinnant-Crawford, B. (2016). Education policy influence efficacy: Teacher beliefs in their ability to change education policy. International Journal of Teacher Leadership, 7(2), 1-27.
  • Holmes, G. G. (2018). Teacher leadership for equity and social justice. Counterpoints, 516, 225-249.
  • Jessop, T., & Penny, A. (1998). A study of teacher voice and vision in the narratives of rural South African and Gambian primary school teachers. International Journal of Educational Development, 18(5), 393-403. https://doi.org/10.1016/S0738-0593(98)00039-X
  • Judge, T. A., Thoresen, C. J., Bono, J. E., & Patton, G. K. (2001). The job satisfaction – job performance relationship: A qualitative and quantitative review. Psychological Bulletin, 127(3), 376-407. https://doi.org/10.1037/0033-2909.127.3.376
  • Jugović, I., Marušić, I., Ivanec, T. P., & Vidović, V. V. (2012). Motivation and personality of preservice teachers in Croatia. Asia-Pacific Journal of Teacher Education, 40(3), 271-287. https://doi.org/10.1080/1359866X.2012.700044
  • Jury, M., Darnon, C., Dompnier, B., & Butera, F. (2017). The social utility of performance-approach goals in a selective educational environment. Social Psychology of Education, 20, 215-235. https://doi.org/10.1007/s11218-016-9354-x
  • Kıran, A. B., Durmuş, E., & Sucu, N. N. (2019). A study on the causes of loss of reputation in teaching profession. TURKSOSBILDER, 4(1), 8-13.
  • Kim J. H. (2019). Multicollinearity and misleading statistical results. Korean Journal of Anesthesiology, 72(6), 558–569. https://doi.org/10.4097/kja.19087
  • Kirk, D., & MacDonald, D. (2001). Teacher voice and ownership of curriculum change. Journal of Curriculum Studies, 33(5), 551-567. https://doi.org/10.1080/00220270010016874
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd Ed.). New York: Guilford Press.
  • Liebendörfer, M., & Schukajlow, S. (2020). Quality matters: How reflecting on the utility value of mathematics affects future teachers’ interest. Educational Studies in Mathematics, 105, 199-218. https://doi.org/10.1007/s10649-020-09982-z
  • Liu, S., Keeley, J. W., & Sui, Y. (2023). Multi-level analysis of factors influencing teacher job satisfaction in China: Evidence from the TALIS 2018. Educational Studies, 49(2), 239-259. https://doi.org/10.1080/03055698.2020.1837615
  • Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction and teachers’ intentions to quit. Teaching and Teacher Education, 105. https://doi.org/10.1016/j.tate.2021.103425
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There are 73 citations in total.

Details

Primary Language English
Subjects Educational Psychology
Journal Section Research Articles
Authors

Hilal Büyükgöze 0000-0002-7563-4740

Early Pub Date August 22, 2023
Publication Date September 1, 2023
Acceptance Date August 7, 2023
Published in Issue Year 2023 Volume: 10 Issue: 5

Cite

APA Büyükgöze, H. (2023). Job Satisfaction with Profession among Teachers in Türkiye: Perceptions of Social Utility and Educational Policy Influence. Participatory Educational Research, 10(5), 200-213. https://doi.org/10.17275/per.23.82.10.5
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