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

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.

The relationship between teachers’ zest for work and teaching motivation: the mediating role of achievement goals

“…In the literature, teachers’ zest for work and achievement goals for students are considered as interrelated concepts. It is seen that zest for work has an impact on the psychological well-being of teachers ( Büyükgöze, 2023 ), which in turn has a decisive effect on teachers’ achievement goals for students ( Sahito and Vaisanen, 2020 ). It is noteworthy that this relationship also has some effects on student success ( Hughes et al, 2008 ; Marsh and O’Mara, 2008 ; Freiberger et al, 2012 ; Han et al, 2019 ).…”