Relationship between job satisfaction and career barriers for the academic staff of the education faculties

İnandı, Yusuf; Tunç, Binali; Uslu, Fatma

doi:10.12973/jesr.2013.3112a

Cited by 7 publications

(5 citation statements)

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“…There are many definitions regarding this concept in the related literature. There are researchers expressing job satisfaction as: a positive emotional state (Inandi, Tunc, & Uslu, 2013), a positive impact of job experiences on individuals (Filiz, 2014), and employees' perceptions regarding their jobs (Altinkurt & Yilmaz, 2014). As understood by these definitions, job satisfaction is associated with what an individual feels for his or her job and with contentment levels.…”

Section: Introductionmentioning

confidence: 99%

A Meta-Analysis of the Relationship Between Teachers’ Job Satisfaction and Burnout

Yorulmaz¹,

Çolak²,

Altınkurt³

2017

EJER

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This study investigated the impact of a Critical Friends Group (CFG), an inquiry-based professional development model, on Turkish EFL teachers. It was acknowledged that short-term workshops did not provide opportunities for teachers to make connections between the theory presented and the implications that it had for classroom teaching. CFG model accompanied with protocols was thought to be a practical and efficient way of professional development.

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Section: Introductionmentioning

confidence: 99%

A Meta-Analysis of the Relationship Between Teachers’ Job Satisfaction and Burnout

Yorulmaz¹,

Çolak²,

Altınkurt³

2017

EJER

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“…There are some problems that can affect their work efficiency, quality, private and social lives, physical and psychological health for academics who have a high expectation of individual and social expectations in terms of solution to problems. Occupational burnout and career barrier problems associated with burnout are a few of them (İnandı et al, 2013;Tetik, 2011).…”

Section: ______________________________________________mentioning

confidence: 99%

“…The career phenomenon has both individual and organizational dimensions, and advancing as a career provides gains for both the individual and the organization (Bakioğlu & İnandı, 2001). In this context, while the individual-related part of the career phenomenon is related to the individual's social, psychological and economic life and developing his/her capacity (İnandı et al, 2013;Korkmaz, 2003); in terms of the organization, career is related to fulfilling the physical and social conditions of the employees (İnandı et al, 2013). However, if a holistic gain is desired, it is necessary to combine individual and organizational career dimensions (Gündüz & Şahin, 2006;Korkmaz, 2003).…”

Section: ______________________________________________mentioning

confidence: 99%

A Study of Career Barriers and Occupational Burnout Levels of Academicians in Education Faculty According to Various Demographic Variables

Abbak,

Toprak,

Çelebi

2024

TEKE

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Occupational burnout, which is a situation frequently experienced by individuals working in the service sector, can occur as a state of exhaustion with symptoms such as failure, constant fatigue, lack of energy and loss of strength, decrease in work efficiency, loss of motivation, and wear and tear. The aim of this study is to reveal the relationship between the professional burnout levels of the instructors working in education faculties and career barriers with some variables. The sample of the research in the relational survey model consists of 306 faculty members. While determining the sample, criterion sampling technique was used. The participants of the research are faculty members working in the education faculties of various state universities in Turkey. The data of the research were collected with Maslach Burnout Scale and Career Barriers Scale through the google form sent online. As a result of the research, a moderately significant relationship was found between the occupational burnout levels of faculty members and career barriers. The findings show female faculty members’ burnout levels and career barriers were higher than males and there was a significant difference between gender groups. It was concluded that the academic titles of the faculty members also caused a significant difference between the groups.

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“…Zimmerman (2010) found a direct link between job satisfaction and personal well-being. Many studies refer to professional WB in the concept of satisfaction which includes a positive emotional state (Inandi et al, 2013), positive experiences at work (Gursel et al, 2002), and a positive perception of work (Yorulmaz et al, 2017). Aziri (2011) argues that job satisfaction ensures positive feelings, increased productivity, and a sense of well-being and is composed of psychological, physiological, and environmental conditions and factors.…”

Section: Professional Well-beingmentioning

confidence: 99%

Social-Emotional Learning And The Personal Well-Being Of Kindergarten Teachers

Armoza-Levi,

Rusu

2023

The European Proceedings of Educational Sciences

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The 21st century has brought many technological, social, and educational changes. These changes affected teachers, including kindergarten teachers. Today, resilience and social-emotional skills adapted to the 21st century are required besides cognitive skills and knowledge. These skills must be integrated from early childhood education into the learning process of students and teachers alike, so graduates of the educational system will successfully cope with life's challenges and the variety of professions. Socialemotional learning is a theory that meets these requirements and enables educators' and students' personal and cognitive growth. Its principles can be learned and applied at any age, from childhood to adulthood. The theory is based on positive psychology and the five-factor personality model (FFM). It presents a systemic approach that develops a learning, egalitarian and participatory environment for students, families, and the community. Only trained educators who will advance the educational processes can create optimal change. The discussion in this article will focus on kindergarten teachers as educators. It will review recent studies on how social-emotional learning skills contribute to kindergarten teachers' well-being and reduce stress levels. Maintaining kindergarten teachers' good personal and professional well-being is essential for good relationships with children and improving self-perception, which is also related to physical and mental health. It was found that the mental resilience and personal well-being of kindergarten teachers directly affect the management of the kindergarten and the ability to respond to the children's emotional needs and thus affect the kindergarten climate, the children's behavior, and academic achievements.

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Relationship between job satisfaction and career barriers for the academic staff of the education faculties

Cited by 7 publications

References 0 publications

A Meta-Analysis of the Relationship Between Teachers’ Job Satisfaction and Burnout

A Meta-Analysis of the Relationship Between Teachers’ Job Satisfaction and Burnout

A Study of Career Barriers and Occupational Burnout Levels of Academicians in Education Faculty According to Various Demographic Variables

Social-Emotional Learning And The Personal Well-Being Of Kindergarten Teachers

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