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TALIS 2018’de Öğretmenlerin Mesleki Doyumu Ve Öz Yeterliği Arasındaki İlişkinin İncelenmesi

Year 2023, , 1347 - 1357, 29.10.2023

Şule Ötken

https://doi.org/10.38151/akef.2023.114

Abstract

Günümüzde gelişen ve gelişmekte olan ülkeler, eğitim sistemlerinin ve bu sistemde yer alan öğretmenlerin niteliğini artırmak için bazı kuruluşlar tarafından yapılan araştırmalara katılmaktadır. Bu araştırmalardan birisi Ekonomik İşbirliği ve Kalkınma Örgütü tarafından yapılan TALIS- Uluslararası Öğretme ve Öğrenme Anketidir. TALIS araştırması, katılan ülkelere eğitim politikası geliştirme ve değiştirme anlamında önemli bir yol göstericidir. Bu çalışmanın amacı TALIS 2018 öğretmen anketinde yer alan öğretmenlerin mesleki doyumu ve öz yeterliği arasındaki ilişkiyi saptayarak incelemektir. Bu amaç kapsamında TALIS 2018 öğretmen anketinde yer alan mesleki doyum ve öz yeterlik boyutlarına ait ölçek maddeleri analize dahil edilmiştir. Araştırmaya TALIS çalışmasının Türkiye örnekleminde yer alan 3952 öğretmen katılmıştır. Bu çalışma ilişkisel tarama modelinde tasarlanmıştır. Ayrıca verilerin çözümlemesinde değişkenler arasındaki ilişkileri tespit etmek içinkorelasyon analizi yöntemi kullanılmıştır. Bununla birlikte mesleki doyum ve öz yeterlik değişkenlerinin cinsiyete göre anlamlı olarak değişip değişmediğini belirlemek amacıyla bağımsız örneklemler için t testi kullanılmıştır. Araştırma kapsamında elde edilen bulgulara göre öğretmenlerin öz yeterliği ve mesleki doyumu arasında pozitif yönlü anlamlı bir ilişki bulunmaktadır. Ayrıca araştırma kapsamında yapılan bağımsız örneklemler için t testi sonucunda öğretmenlerin mesleki doyumu cinsiyete göre anlamlı olarak değişmektedir. Öte yandan öğretmenlerin öz yeterliği, yapılan bağımsız örneklemler için t testi sonucunda cinsiyete göre anlamlı olarak değişmemektedir. Söz konusu araştırmada elde edilen bulgular ilgili alan yazın ışığında tartışılarak daha sonraki yapılacak araştırmalar için önerilerde bulunulmuştur.

Keywords

mesleki doyum öz yeterlik TALIS

References

  • Ainley, J., ve Carstens, R. (2018). Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework, OECD Education Working Papers, No. 187. Paris: OECD Publishing. https://doi.org/10.1787/799337c2-en
  • Aydın, A., Uysal, S. ve Sarıer, Y. (2012). The effect of gender on job satisfaction of teachers: a meta analysis study. Procedia-Social and Behavioral Sciences, 46, 356–362. https://doi:10.1016/j.sbspro.2012.05.122.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84, 191–215. https://doi.org/10.1016/0146-6402(78)90002-4
  • Buric, I. ve Kim, L. E. (2021). Job satisfaction predicts teacher self-efficacy and the association is invariant: Examinations using TALIS 2018 data and longitudinal Croatian data. Teaching and Teacher Education, 105. https://doi.org/10.1016/j.tate.2021.103406
  • Büyüköztürk, Ş. (2009). Sosyal bilimler için veri analizi el kitabı, Ankara: Pegem Akademi Yayınları.
  • Ceylan, E., Özdoğan-Özbal, E., Sever, M. ve Boyacı, A. (2020). Türkiye’deki öğretmen ve okul yöneticilerinin görüşleri, öğretim koşulları: TALIS 2018 öğretmen ve okul yöneticileri yanıtları analizi. Ankara: Milli Eğitim Bakanlığı Yayınları. https://oygm.meb.gov.tr/meb_iys_dosyalar/2020_09/10142823_TALIS_RAPORU-.pdf
  • Cohen. J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum.
  • Davis, J. A. (1971). Elementary survey analysis. Englewood Cliffs, NJ: Prentice-Hall.
  • De Nobile, J. J., ve Mccormick, J. (2008). Organizational communication and job satisfaction in australian catholic primary schools. Educational Management Administration & Leadership, 36(1), 101–122. https://doi.org/10.1177/1741143207084063
  • Echazarra, A. ve Radinger, T. (2019). Learning in rural schools: insights from PISA, TALIS and the literatüre. OECD Education Working Papers. Paris: OECD Publishing. https://doi.org/10.1787/19939019
  • Edinger, S. K., ve M. J. Edinger. 2018. Improving teacher job satisfaction: the roles of social capital, teacher efficacy, and support. The Journal of Psychology 152(8), 573–593. https://doi.org/10.1080/00223980.2018.1489364.
  • Fraenkel J. R. ve Wallen N. E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
  • Hallinger, P. ve Heck, R. H. (2009). Distributed leadership in schools: Does system policy make a difference? A. Harris (Ed.), Distributed leadership içinde (s. 101-117). Dordrecht: Springer.
  • Kalaycı, Ş. (2014). SPSS Uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil Yayıncılık.
  • Klassen, M.R. ve Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756, https://doi.org/10.1037/a0019237
  • Kotrlik, J. W. ve Williams, H. A. (2003). The incorporation of effect size in information technology, learning, and performance research. Information Technology, Learning, and Performance Journal, 21(1), 1-7.
  • Liu, S. Keeley, J. ve Sui, Y. (2020): Multi-level analysis of factors influencing teacher job satisfaction in China: evidence from the TALIS 2018. Educational Studies, https://doi.org/10.1080/03055698.2020.1837615.
  • Locke, E. (1969). What is job satisfaction? Organizational Behavior & Human Performance, 4, 309 –336. https://doi.org/10.1016/0030-5073(69)90013-0
  • Malinen, O. P. ve Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144-152. doi:10.1016/j.tate.2016.08.012
  • Milli, M. S. (2015). Müzik öğretmeni adaylarının genel öz-yeterlik ve müzik yeteneğine yönelik öz-yeterlik algılarının incelenmesi. International Journal of Social Science, 41, 417-431. http://dx.doi.org/10.9761/JASSS3176
  • Moe, A., F. Pazzaglia, ve L. Ronconi. (2010). When being able is not enough. the combined value of positive affect and self-efficacy for job satisfaction in teaching. Teaching and Teacher Education, 26 (5): 1145 1153. https://doi.org/10.1016/j.tate.2010.02.010
  • Organisation for Economic Co-Operation and Development. (2014). TALIS 2013 Technical Report, OECD Publishing: Paris.
  • Organisation for Economic Co-Operation and Development. (2019). TALIS 2018 Technical Report, OECD Publishing: Paris.
  • Phillips, D. ve Schweisfurth, M. (2014). Comparative and international education: An introduction to theory, method, and practice. London: Bloomsbury.
  • Price, H. ve Carstens, R. (2019). Teaching and Learning International Survey (TALIS) 2018 Analysis Plan. OECD Education Working Papers. Paris: OECD Publishing. https://doi.org/10.1787/19939019
  • Renbarger, R. ve Davis, B. K. (2019). Mentors, self-efficacy, or professional development: which mediate job satisfaction for new teachers? A regression examination. Journal of Teacher Education and Educators, 8(1), 2019, 21-34.
  • Royer, J. M. (2000). Editorial: A policy on reporting of effect sizes. Contemporary Educational Psychology, 25: 239.
  • Sargent, T. ve Hannum, E. (2005). Keeping teachers happy: job satisfaction among primary school teachers in rural northwest China, Comparative and International Education Society, 49(2). https://doi.org/10.1086/428100
  • Sims, S. ve Jerrim, J. (2020). TALIS 2018: teacher working conditions, turnover and attrition. UCL Institute of Education and FFT Education Datalab.
  • Sun, A. ve Xia, J. (2018). Teacher-distributed leadership, teacher self-efficacy and job satisfaction: A multilevel SEM approach using the 2013 TALIS data. International Journal of Educational Research, https://doi.org/10.1016/j.ijer.2018.09.006
  • Tabachnick, B. G. ve Fidell, L. S. (2007). Using Multivariate Statistics (5. bs.). Boston: Pearson Publication.
  • TEDMEM. (2019). TALIS 2018 sonuçları ve Türkiye üzerine değerlendirmeler (TEDMEM Analiz Dizisi 6). Ankara: Türk Eğitim Derneği Yayınları.
  • Temiz, S. R. (2023). Öğretmenlerin özyeterlik inançlarının psikolojik sağlamlık düzeyleri üzerindeki etkisinin incelenmesi, Yayımlanmamış Yükseklisans Tezi, Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Tschannen-Moran, M., ve Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956. https://doi.org/10.1016/j.tate.2006.05.003
  • Wang, K., Li, Y., Luo, W. ve Zhang, S. (2019). Selected factors contributing to teacher job satisfaction: a quantitative investigation using 2013 TALIS data, Leadership and Policy in Schools, https://doi.org/10.1080/15700763.2019.1586963
  • Wang, J. (2008). Effect size and practical importance: a non-monotonic match. International Journal of Research & Method in Education, 31(2), 125–132.
  • Xie, W., Sui, Y., Liu, X. ve Liu, S. (2023). Effects of teacher collaboration on teaching practices in china and England: a structural equation model with TALIS 2018 data. SAGE Open, 1–14. https://doi.org/10.1177/2158244023117790

Examining the Relationship Between Teachers'Job Satisfaction and Self-Efficacy in TALIS 2018

Year 2023, , 1347 - 1357, 29.10.2023

Şule Ötken

https://doi.org/10.38151/akef.2023.114

Abstract

Today, developing and developing countries participate in research conducted by some organizations to increase the quality of their education systems and teachers in this system. One of these studies is the TALIS-International Teaching and Learning Survey conducted by the Organization for Economic Cooperation and Development. The TALIS research is an important guide for participating countries in developing and changing education policy. The aim of this study is to determine the relationship between the professional satisfaction and self-efficacy of teachers in the TALIS 2018 teacher survey. For this purpose, scale items belonging to the dimensions of professional satisfaction and self-efficacy in the TALIS 2018 teacher questionnaire were included in the analysis. 3952 teachers in the Türkiye sample of the TALIS study participated in the research. This study was designed in relational screening model. In addition, the correlation analysis method was used to determine the relationships between the variables in the analysis of the data. In addition, t-test was used for independent samples in order to determine whether the variables of professional satisfaction and self-efficacy change significantly according to gender. According to the findings obtained within the scope of the research, there is a positive and significant relationship between teachers' self-efficacy and professional satisfaction. In addition, as a result of the t test for independent samples made within the scope of the research, the professional satisfaction of teachers varies significantly according to gender. On the other hand, teachers' self-efficacy does not change significantly according to gender as a result of the t-test for independent samples. The findings of the research in question were discussed in the light of the relevant literature, and suggestions were made for future research.

Keywords

self efficacy job satisfaction TALIS

References

  • Ainley, J., ve Carstens, R. (2018). Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework, OECD Education Working Papers, No. 187. Paris: OECD Publishing. https://doi.org/10.1787/799337c2-en
  • Aydın, A., Uysal, S. ve Sarıer, Y. (2012). The effect of gender on job satisfaction of teachers: a meta analysis study. Procedia-Social and Behavioral Sciences, 46, 356–362. https://doi:10.1016/j.sbspro.2012.05.122.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84, 191–215. https://doi.org/10.1016/0146-6402(78)90002-4
  • Buric, I. ve Kim, L. E. (2021). Job satisfaction predicts teacher self-efficacy and the association is invariant: Examinations using TALIS 2018 data and longitudinal Croatian data. Teaching and Teacher Education, 105. https://doi.org/10.1016/j.tate.2021.103406
  • Büyüköztürk, Ş. (2009). Sosyal bilimler için veri analizi el kitabı, Ankara: Pegem Akademi Yayınları.
  • Ceylan, E., Özdoğan-Özbal, E., Sever, M. ve Boyacı, A. (2020). Türkiye’deki öğretmen ve okul yöneticilerinin görüşleri, öğretim koşulları: TALIS 2018 öğretmen ve okul yöneticileri yanıtları analizi. Ankara: Milli Eğitim Bakanlığı Yayınları. https://oygm.meb.gov.tr/meb_iys_dosyalar/2020_09/10142823_TALIS_RAPORU-.pdf
  • Cohen. J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum.
  • Davis, J. A. (1971). Elementary survey analysis. Englewood Cliffs, NJ: Prentice-Hall.
  • De Nobile, J. J., ve Mccormick, J. (2008). Organizational communication and job satisfaction in australian catholic primary schools. Educational Management Administration & Leadership, 36(1), 101–122. https://doi.org/10.1177/1741143207084063
  • Echazarra, A. ve Radinger, T. (2019). Learning in rural schools: insights from PISA, TALIS and the literatüre. OECD Education Working Papers. Paris: OECD Publishing. https://doi.org/10.1787/19939019
  • Edinger, S. K., ve M. J. Edinger. 2018. Improving teacher job satisfaction: the roles of social capital, teacher efficacy, and support. The Journal of Psychology 152(8), 573–593. https://doi.org/10.1080/00223980.2018.1489364.
  • Fraenkel J. R. ve Wallen N. E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
  • Hallinger, P. ve Heck, R. H. (2009). Distributed leadership in schools: Does system policy make a difference? A. Harris (Ed.), Distributed leadership içinde (s. 101-117). Dordrecht: Springer.
  • Kalaycı, Ş. (2014). SPSS Uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil Yayıncılık.
  • Klassen, M.R. ve Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756, https://doi.org/10.1037/a0019237
  • Kotrlik, J. W. ve Williams, H. A. (2003). The incorporation of effect size in information technology, learning, and performance research. Information Technology, Learning, and Performance Journal, 21(1), 1-7.
  • Liu, S. Keeley, J. ve Sui, Y. (2020): Multi-level analysis of factors influencing teacher job satisfaction in China: evidence from the TALIS 2018. Educational Studies, https://doi.org/10.1080/03055698.2020.1837615.
  • Locke, E. (1969). What is job satisfaction? Organizational Behavior & Human Performance, 4, 309 –336. https://doi.org/10.1016/0030-5073(69)90013-0
  • Malinen, O. P. ve Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144-152. doi:10.1016/j.tate.2016.08.012
  • Milli, M. S. (2015). Müzik öğretmeni adaylarının genel öz-yeterlik ve müzik yeteneğine yönelik öz-yeterlik algılarının incelenmesi. International Journal of Social Science, 41, 417-431. http://dx.doi.org/10.9761/JASSS3176
  • Moe, A., F. Pazzaglia, ve L. Ronconi. (2010). When being able is not enough. the combined value of positive affect and self-efficacy for job satisfaction in teaching. Teaching and Teacher Education, 26 (5): 1145 1153. https://doi.org/10.1016/j.tate.2010.02.010
  • Organisation for Economic Co-Operation and Development. (2014). TALIS 2013 Technical Report, OECD Publishing: Paris.
  • Organisation for Economic Co-Operation and Development. (2019). TALIS 2018 Technical Report, OECD Publishing: Paris.
  • Phillips, D. ve Schweisfurth, M. (2014). Comparative and international education: An introduction to theory, method, and practice. London: Bloomsbury.
  • Price, H. ve Carstens, R. (2019). Teaching and Learning International Survey (TALIS) 2018 Analysis Plan. OECD Education Working Papers. Paris: OECD Publishing. https://doi.org/10.1787/19939019
  • Renbarger, R. ve Davis, B. K. (2019). Mentors, self-efficacy, or professional development: which mediate job satisfaction for new teachers? A regression examination. Journal of Teacher Education and Educators, 8(1), 2019, 21-34.
  • Royer, J. M. (2000). Editorial: A policy on reporting of effect sizes. Contemporary Educational Psychology, 25: 239.
  • Sargent, T. ve Hannum, E. (2005). Keeping teachers happy: job satisfaction among primary school teachers in rural northwest China, Comparative and International Education Society, 49(2). https://doi.org/10.1086/428100
  • Sims, S. ve Jerrim, J. (2020). TALIS 2018: teacher working conditions, turnover and attrition. UCL Institute of Education and FFT Education Datalab.
  • Sun, A. ve Xia, J. (2018). Teacher-distributed leadership, teacher self-efficacy and job satisfaction: A multilevel SEM approach using the 2013 TALIS data. International Journal of Educational Research, https://doi.org/10.1016/j.ijer.2018.09.006
  • Tabachnick, B. G. ve Fidell, L. S. (2007). Using Multivariate Statistics (5. bs.). Boston: Pearson Publication.
  • TEDMEM. (2019). TALIS 2018 sonuçları ve Türkiye üzerine değerlendirmeler (TEDMEM Analiz Dizisi 6). Ankara: Türk Eğitim Derneği Yayınları.
  • Temiz, S. R. (2023). Öğretmenlerin özyeterlik inançlarının psikolojik sağlamlık düzeyleri üzerindeki etkisinin incelenmesi, Yayımlanmamış Yükseklisans Tezi, Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Tschannen-Moran, M., ve Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956. https://doi.org/10.1016/j.tate.2006.05.003
  • Wang, K., Li, Y., Luo, W. ve Zhang, S. (2019). Selected factors contributing to teacher job satisfaction: a quantitative investigation using 2013 TALIS data, Leadership and Policy in Schools, https://doi.org/10.1080/15700763.2019.1586963
  • Wang, J. (2008). Effect size and practical importance: a non-monotonic match. International Journal of Research & Method in Education, 31(2), 125–132.
  • Xie, W., Sui, Y., Liu, X. ve Liu, S. (2023). Effects of teacher collaboration on teaching practices in china and England: a structural equation model with TALIS 2018 data. SAGE Open, 1–14. https://doi.org/10.1177/2158244023117790
There are 37 citations in total.

Details

Primary Language Turkish
Subjects Cross-Cultural Comparisons of Education: International Examinations
Journal Section Articles
Authors

Şule Ötken 0000-0003-2454-6449

Early Pub Date October 22, 2023
Publication Date October 29, 2023
Acceptance Date October 12, 2023
Published in Issue Year 2023

Cite

APA Ötken, Ş. (2023). TALIS 2018’de Öğretmenlerin Mesleki Doyumu Ve Öz Yeterliği Arasındaki İlişkinin İncelenmesi. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 5(3), 1347-1357. https://doi.org/10.38151/akef.2023.114

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