Relationship between Job Satisfaction and Career Barriers for the Academic Staff of the Education Faculties
Journal Name:
- Eğitim Bilimleri Araştırmaları Dergisi (EBAD)
Keywords (Original Language):
| Author Name | University of Author | Faculty of Author |
|---|---|---|
Abstract (2. Language):
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.
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Abstract (Original Language):
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
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