Akademisyenlerin Kariyer Memnuniyeti Düzeylerine, Çalışma Ortamı Memnuniyeti ve Organizasyona Güven Değişkenlerinin Etkisi: Kişisel Gelişim Düzeyinin Aracı Rolü

Abstract

Bu araştırmada akademisyenlerin kariyer memnuniyeti düzeyine etki edebilecek faktörlerin belirlenmesi amaçlanmaktadır. Araştırmada alanyazında eksikliği hissedilen "çalışma ortamından memnuniyet", "organizasyona güven" ve "kişisel gelişim" değişkenlerinin, akademisyenlerin kariyer memnuniyet düzeyleri üzerindeki doğrudan ve dolaylı etkilerine odaklanılmıştır. Araştırmaya ilişkin veriler dört devlet üniversitesinden toplam 587 akademisyenden elektronik anket yöntemi ile elde edilmiştir. Geliştirilen hipotezler, Kısmi En Küçük Kareler (Partial Least Squares-PLS) algoritması kullanılarak "yapısal eşitlik modellemesi" ile test edilmiştir. Araştırma sonuçları doğrudan ve toplam etkiler açısından değerlendirilmiştir. Buna göre, akademisyenin çalışma ortamı memnuniyetinin, kişisel gelişim ve kariyer memnuniyeti düzeyini artırdığı gözlemlenmiştir. Ayrıca akademisyenin kişisel gelişimi de kariyer memnuniyeti düzeyini artırmıştır. Araştırmada akademisyenin organizasyonuna olan güveni, kişisel gelişim üzerinde anlamsız bir etki oluşturmaktadır. Ayrıca akademisyenin organizasyona güveni, kariyer memnuniyeti düzeyini de artırmaktadır. Araştırma modelindeki dolaylı etkiler incelendiğinde; çalışma ortamı memnuniyetinin kariyer memnuniyeti üzerindeki etkisinde, kişisel gelişim değişkeni aracı bir etkiye sahiptir. Bununla birlikte organizasyona güven değişkeninin kariyer memnuniyeti değişkeni üzerindeki etkisinde, kişisel gelişim değişkeninin aracı etkisi olmadığı gözlemlenmiştir.

Keywords

• Kariyer Memnuniyeti
• Çalışma Ortamı Memnuniyeti
• Organizasyona Güven
• Kişisel Gelişim

The Effect of Work Environment Satisfaction and Organizational Trust Variables on Academicians’ Career Satisfaction Levels: Mediator Role of Personal Development Level

Abstract

In this study, it is aimed to determine the factors that may affect the career satisfaction level of academicians. The research focused on the direct and indirect effects of the variables "satisfaction with the working environment", "trust in the organization" and "personal development", which are lacking in the literature, on the career satisfaction levels of academicians.The data related to the research were obtained from a total of 587 academicians from four state universities by electronic questionnaire method. The developed hypotheses were tested with "structural equation modeling" using the Partial Least Squares (PLS) algorithm. The research results were evaluated in terms of direct and total effects. Accordingly, it has been observed that the satisfaction of the academician's working environment increases the level of personal development and career satisfaction. In addition, the personal development of the academician has also increased the level of career satisfaction. In the research, the trust of the academician in his organization has a meaningless effect on personal development. In addition, the trust of the academician in the organization increases the level of career satisfaction. When the indirect effects in the research model are examined; The personal development variable has a mediating effect on the effect of work environment satisfaction on career satisfaction. However, it was observed that the effect of the organizational trust variable on the career satisfaction variable was not mediated by the personal development variable.

Keywords

• Career Satisfaction
• Work Environment Satisfaction
• Organization Trust
• Personal Development

References

1. Aburumman, O., Salleh, A., Omar, K. & Abadi, M. (2020). Them ımpact of human resource management practices and career satisfaction on employee’s turn-over intention. Management Science Letters, 10, 641-652.
2. Aimran, A. N., Afthanorhan, A. & Razali, N. H. M. (2015). Moderated mediation using partial least square structural equation modeling (PLS-SEM). Elixir Statistics, 80, 31035-31039.
3. Aimran, A. N., Afthanorhan, W. W. M. A. & Razali N. H. M. (2015). Moderated mediation using partial least square structural equation modeling (PLS-SEM). International Journal of Engineering & Technology Research, 3(2), 1-10.
4. Akerlind, G. S. (2005). Academic growth and development: How do university academics experience it? Higher Education, 50(1), 1-32.
5. Akhbar, A. R. N. & Musa, M. F. (2012). Enhancing human İnteraction of knowledge sharing in higher learning worcplace environment. Procedia - Social and Behavioral Sciences, 35, 137-145.
6. Akiri, A. A. (2014). Teachers career satisfaction and students academic performance in delta public secondary schools. Journal of Educational and Social Research, 4(1), 267-272.
7. Ali, S. M., Shaharudin, M. R. & Anuar, A. (2012). The association between job positions, work experience and career satisfaction: The case of Malaysian’s academic staff. Asian Social Science, 8(10), 35-44.
8. Alias, J., Mat, N. & Muslim, N. (2019). Trust, knowledge self-efficacy and reciprocal benefits on knowledge sharing among Malaysian academicians. International Journal of Supply Chain, Operation Management and Logistic, 1(1), 1-10.

9. Altunel, M. C., Kocak, O. E. & Cankir, B. (2015). The effect of job resources on work engagement: A study on academicians in Turkey. Educational Sciences: Theory & Pratice, 15(2), 409-417.
10. Attiq, S., Rasool, H. & Igbal, S. (2017). The impact of supportive work environment, trust and self-efficacy on organizational learning and its effectiveness: A stimulus-organism response approach. Business & Economic Review, 9(2), 73-100.
11. August, L. & Waltman, J. (2004). Culture, climate, and contribution: Career satisfaction among female faculty. Research in Higher Education, 45(2), 177-192.
12. Aytekin, I., Erdil, O., Erdoğmuş, N. & Akgün, A. E. (2016). Academicians career capital and career satisfaction: The mediation effect of research productivity. Educational Sciences: Theory & Practice, 16(6), 1921-1945.
13. Baldwin, R. G. & Blackburn, R. T. (1981). The academic career as a developmental process: Implications for higher education. The Journal of Higher Education, 52(6), 598-614.
14. Barnett, B. R. & Bradley, L. (2007). The impact of organisational support for career development on career satisfaction. Career Development International, 12(7), 617-636.
15. Baron, R. M. & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
16. Beausaert, S., Segers, M., Fouarge, D. & Gijselaers, W. (2013). Effect of using a personal development plan on learning and development. Journal of Workplace Learning, 25(3), 145-158.
17. Beccerra, M. & Gupta, A. K. (1999). Trust within the organization: Integrating the trust literature with agency theory and transaction costs economics. Public Administration Quarterly, 23(2), 177-203.
18. Bentler, P. M. & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588-606.
19. Bolli, T. & Renold, U. (2017). Comparative advantages of school and workplace environment in skill acquisition: Empirical evidence from a survey among professional tertiary education and training students in switserland. Evidence-based HRM: A Global Forum Empirical Scholarship, 5(1), 6-29.
20. Chandra, S. & Varghese, D. T. (2019). Work environment in educational institutions: Work stress leads to work-life imbalance to academicians. Asian Journal of Management Sciences & Education, 8(2), 64-73.
21. Chathoth P. K., Mak, B., Jauhari, V. & Manaktola, K. (2007). Employees perceptions of organizational trust and service climate: A structural model combining their effects on employee satisfaction. Journal of Hospitality & Tourism Research, 31(3), 338-357.
22. Chin, W. W., Marcolin, B. L. & Newsted, P. R. (1996). A partial least squares latent variable modeling approach for measuring interaction effects: Results from a monte carlo simulation study and voice mail emotion/adoption study. Proceedings of the Seventeenth International Conference on Information Systems, 21-41.
23. Choudhury, E. (2008). Trust in administration: An ıntegrative approach to optimal trust. Administration & Society, 40(6), 586-620.
24. Clegg, S. & Bradley, S. (2006). Models of personal development planning: Practice and processes. British Educational Research Journal, 32(1), 57-76.
25. Cosner, S. (2009). Building organizational capacity through trust. Educational Administration Quarterly, 45(2), 248-291.
26. Culbert, S. A. & Mcdonough, J. J. (1986). The politics of trust and organization empowerment. Public Administration Quarterly, 10(2), 171-188.
27. Das, S. C. & Gujrati, M. R. (2013). An assessment of Indian academicians satisfaction level with workplace environment: A descriptive study. Pasific Business Review International, 5(8), 13-22.
28. Dedahanov, A. T. & Rhee, J. (2015). Examining the relationships among trust, silence and organizational commitment. Management Decision, 53(8), 1843-1857.
29. Dinham, S. & Scott, C. (1998). A three domain model of teacher and school executive career satisfaction. Journal of Educational Administration, 36(4), 362-378.
30. Donati, M. & Watts, M. (2005). Personal development in counsellor training: Towards a clarification of inter-related concepts. British Journal of Guidance & Counselling, 33(4), 475-484.
31. Dziminska, M., Fijalkowska, J. & Sulkowski, L. (2018). Trust-based quality culture conceptual model for higher education institutions. Sustainability, 10(8), 1-22.
32. Errassafi, M., Abbar, H. & Benabbou, Z. (2019). The mediating effect of ınternal ıntegration on the relationship between supply chain integration and operational performance: Evidence from moroccan manufacturing companies. Journal of Industrial Engineering and Management, 12(2), 254-273.
33. Gattiker, U. E. & Larwood, L. (1988). Predictors for managers career mobility, success, and satisfaction. Human Relations, 41(8), 569-591.
34. Gattiker, U. E. & Larwood, L. (1989). Career success, mobility and extrinsic satisfaction of corporate managers. The Social Science Journal, 26(1), 75-92.
35. Gillespie, N. & Dietz, G. (2009). Trust repair after an organization-level failure. The Academy of Management Review, 34(1), 127-145.
36. Greenhaus J. H., Parasuraman, S. & Wormley, W. M. (1990). Effects of race on organizational experiences, job performance evaluations, and career outcomes. Academy of Management Journal, 33(1), 64-86.
37. Hadi, N. U., Abdullah, N. & Sentosa, I. (2016). Making sense of mediating analysis: A marketing perspective. Review of Integrative Business and Economics Research, 5(2), 62-76.
38. Hafeez, I., Yingjun, Z., Hafeez, S., Mansoor, R. & Rehman, K. U. (2019). Impact of workplace environment on employee performance: Mediating role of employee health. Business, Management and Education, 17(2), 173-193.
39. Hair, J. F., Risher, J. J., Sarstedt, M. & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24.
40. Heerwagen, J. H., Heubach, J. G., Montgomery, J. & Weimer, W. C. (1995). Environmental design, work, and well being: Managing occupational stress through changes in the workplace environmental. AAOHN Journal, 43(9), 458-468.
41. Henseler, J., Fassott, G., Dijkstra, T. K. & Wilson, B. (2012). Analysing quadratic effects of formative constructs by means of variance-based structural equation modelling. European Journal of Information Systems, 21(1), 99-112.
42. Henseler, J., Hubona, G. & Ray, P. A. (2016). Using PLS path modeling in new technology research: Updated guidelines. Industrial Management & Data Systems, 116(1), 2-20.
43. Herpen, S. G. A. V., Meeuwisse, M., Hofman, W. H. A., Severiens, S. E. & Arends, L. R. (2017). Early predictors of first-year academic success at university: Pre-university effort, pre-university self-efficacy, and pre-university reasons for attending university. Educational Research and Evaluation, 23(1/2), 52-72.
44. Hosmer, L. T. (1995). Trust: The connecting link between organizational theory and philosophical ethics. The Academy of Management Review, 20(2), 379-403.
45. Hu, L-T. & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424-453.
46. Hu, S. & Kuh, G. D. (2003). Diversity experiences and college student learning and personal development. Journal of College Student Development, 44(3), 320-334.
47. Hua, Y. (2010). A model of workplace environment satisfaction, collaboration experience, and perceived collaboration effectiveness: A survey instrument. International Journal of Facility Management, 1(2), 1-21.
48. Huangfu, G., Lv, F., Sheng, C. & Shi, X. (2017). Effect of workplace environment cleanliness on judgment of counterproductive work behavior. Social Behavior and Personality, 45(4), 599-604.
49. Huff, L. & Kelley, L. (2003). Levels of organizational trust in individualist versus collectivist societies: A seven nation study. Organization Science, 14(1), 81-90.
50. Irving, J. A. & Williams, D. I. (1999). Personal growth and personal development: Concepts clarified. British Journal of Guidance and Counselling, 27(4), 517-526.
51. Jena, L. K., Pradhan, S. & Panigrahy, N. P. (2017). Pursuit of organisational trust: Role of employee engagement, psychological well-being and transformational leadership. Asia Pacific Management Review, 30, 1-8.
52. Joo, B-K. & Ready, K. J. (2012). Career satisfaction: The influences of proactive personality, performance goal orientation, organizational learning culture, and leader-member exchange quality. Career Development International, 17(3), 276-295.
53. Joo, B-K. & Park, S. (2010). Career satisfaction, organizational commitment, and turnover ıntention: The effects of goal orientation, organizational learning culture and developmental feedback. Leadership & Organization Development Journal, 31(6), 482-500.
54. Joo, B-K. & Lim, T. (2013). Transformational leadership and career satisfaction: The mediating role of psychological empowerment. Journal of Leadership & Organizational Studies, 20(10), 1-11.
55. Judge, T., Cable, D. M., Boudreau, J. W. & Bretz Jr., R. D. (1995). An empirical ınvestigation of the predictors of executive career success. Personnel Psychology, 48, 485-519.
56. Karapinar, P. B., Camgoz, S. M. & Ekmekci, O. T. (2016). The mediating effect of organizational trust on the link between the areas of work life and emotional exhaustion. Educational Sciences: Theory & Practice, 16, 1947-1980.
57. Khan, S. H., Azhar, Z., Parveen, S., Naeem, F. & Sohail, M. M. (2012). Exploring the impact of infrastructure, pay incentives and workplace environment on employees performance (a case study of Sargodha University). Asian Journal of Empirical Research, 2(4), 118-140.
58. Khoshmaram, M., Zarafshani, K., Alibaygi, A. & Mirakzadeh, A. (2017). Exploring the role of social capital in agricultural entrepreneurial opportunity recognition: Application of smart PLS. International Journal of Agricultural Management and Development, 7(4), 395-406.
59. Knesek, G. (2015). Creating a feedback-rich workplace environment: Lessons learned over a 35+ year career in human resources. The Psychologist-Manager Journal, 18(3-4), 109-120.
60. Kock, N. (2015). Common method bias in PLS-SEM: A full collinearity assessment approach. International Journal of e-Collaboration, 11(4), 1-10.
61. Kock, N. & Lynn, G. S. (2012). Lateral collinearity and misleading results in variance-based SEM: An illustration and recommendations. Journal of the Association for Information Systems, 13(7), 546-580.
62. Koç, M., Demirbilek, M. & Ince, E. Y. (2015). A needs assessment for academicians ‘professional development’. Education and Science, 40(177), 297-311.
63. Kraimer, M. L., Greco, L., Seibert, S. E. & Sargent, L. D. (2019). An ınvestigation of academic career success: The new tempo of academic life. Academy of Management Learning & Education, 18(2), 128-152.
64. Kramer, R. M. (1999). Trust and distrust in organizations: Emerging perspectives, enduring questions. Annual Review of Psychology, 50, 569-598.
65. Leigh, I. W. (1999). Inclusive education and personal development. Journal of Deaf Studies and Deaf Education, 4(3), 236-245.
66. Lounsbury, J. W., Loveland, J. M., Sundstrom, E. D., Gibson, L. W., Drost, A. W. & Hamrick, F. L. (2003). An investigation of personality traits in relation to career satisfaction. Journal of Career Assessment, 11(3), 287-307.
67. Lounsbury, J. W., Foster, N., Patel, H., Carmody, P., Gibson, L. W. & Stairs, D. R. (2012). An investigation of personality traits of scientists versus nonscientists and their relationship with career satisfaction. R&D Management, 42(1), 47-59.
68. Lounsbury, J. W., Park, S-H., Sundstrom, E., Williamson, J. M. & Pemberton, A. E. (2004). Personality, career satisfaction, and life satisfaction: Test of a directional model. Journal of Career Assessment, 12(4), 395-406.
69. Maqsood, A., Rehman, G. & Hanif, R. (2016). Workplace environment as predictor of burnout in academicians and the moderating role of personality and organizational sector. FWU Journal of Social Sciences, 10(2), 33-43.
70. Makhbul, Z. M. (2013). Workplace environment towards emotional health. International Journal of Academic Research in Business and Social Sciences, 3(1), 183-195.
71. Mateos-Aparicio, G. (2011). Partial least squares (PLS) methods: Origins, evoluation, and application to social sciences. Communications in Statistics – Theory and Methods, 40(13), 2305-2317.
72. Mayer, R. C., Davis, J. H. & Schoorman, F. D. (1995). An integrative model of organizational trust. The Academy of Management Review, 20(3), 709-734.
73. McGuire, D. & McLaren, L. (2009). The impact of physical environment on employee commitment in call centres: The mediating role of employee well-being. The Performance Management, 15(1/2), 35-48.
74. Mcllveen, P., Beccaria, G. & Burton, L. J. (2013). Beyond conscientiousness: Career optimism and satisfaction with academic major. Journal of Vocational Behavior, 83, 229-236.
75. Mittendorff, K., Jochems, W., Meijers, F. & Brok, P. D. (2008). Differences and similarities in the use of the portfolio and personal development plan for career guidance in various vocational schools in the netherlands. Journal of Vocational Education and Training, 60(1), 75-91.
76. Nadarajah, S., Kadiresan, V., Kumar, R., Kamil, N. N. A. & Yusoff, Y. M. (2012). The Relationship of HR Practices and Job Performance of Academicians towards Career Development in Malaysian Private Higher Institutions. Procedia - Social and Behavioral Sciences, 57, 102-118.
77. Nair, M. S. & Salleh, R. (2015). Linking performance appraisal justice, trust, and employee engagement: A conceptual framework. Social and Behavioral Sciences, 211, 1155-1162.
78. Nevgi, A. & Löfström, E. (2015). The development of academics teacher ıdentity: Enhancing reflection and task perception through a university teacher development programme. Studies in Educational Evaluation, 46, 53-60.
79. Nias, J. (1981). Teacher satisfaction and dissatissfaction: Herzberg’s ‘two-factor’ hypothesis revisited. British Journal of Sociology of Education, 2(3), 235-246.
80. Pienaar, C. & Bester, C. (2009). Addressing career obstacles within a changing higher education work ebvironment: Perspectives of academics. South African Journal of Psychology, 39(3), 376-385.
81. Plotnikoff, R. C., Pickering, M. A., Flaman, L. M. & Spence, J. C. (2009). The role of self-efficacy on the relationship between the workplace environment and physical activity: A longitudinal mediation analysis. Health Education & Behavior, 20(10), 1-16.
82. Porter, T. W. & Lilly, B. S. (1996). The effects of conflict, trust, and task commitment on project team performance. The International Journal of Conflict Management, 7(4), 361-376.
83. Prodaniuk, T. R., Plotnikoff, R. C., Spence, J. C. & Wilson, P. M. (2004). The influence of self-efficacy and outcome expectations on the relationship between perceived environment and physical activity in the workplace. International Journal of Behvioral Nutrition and Physical Activity, 1, 1-11.
84. Ravand, H. & Baghaei, P. (2016). Partial least squares structural equation medeling with R. Practical Assessment, Research & Evaluation, 21(11), 1-16.
85. Rego, A. & Cunha, M. P. (2009). Do the oppurtunities for learning and personal development lead to happiness? It depends on work-family conciliation. Journal of Occupational Health Psychology, 14(3), 334-348.
86. Ringle, C. M., Sarstedt, M. & Straub, D. W. (2012). Editor’s comments: A critical look at the use of PLS-SEM in ‘MIS quarterly’. MIS Quarterly, 36(1), 3-14.
87. Ryckman, R. M., Hammer, M., Kaczor, L. M. & Gold, J. A. (1996). Construction of a personal development competititve attitude scale. Journal of Personality Assessment, 66(2), 37-385.
88. Sarstedt, M., Ringle, C. M., Cheah, J-H.,Ting, H., Moisescu, O. I. & Radomir, L. (2019a). Structural model robustness checks in PLS-SEM. Thourism Economics, 20(10), 1-24.
89. Sarstedt, M., Hair Jr, J. F., Cheah, J-H., Becker, J-M. & Ringle, C. M. (2019b). How to specify, estimate, and validate higher-order constructs in PLS-SEM. Australasian Marketing Journal, 5(25), 1-15.
90. Schnackenberg, A. K. & Tomlison, E. C. (2014). Organizational transparency: A new perspective on managing trust in organization-stakeholder. Journal of Management, 20(10), 1-27.
91. Siddiqui, H., Raza, F. & Imran, T. (2017). Psychological empowerment of university academicians through job crafting in a challenging environment. GMJACS, 7(2), 151-158.
92. Singh, B. S. P. & Malhotra, M. (2015). The mediating role of trust in the relationship between perceived organizational support and silence. International Journal of Scientific and Research Publications, 5(9), 15-24.
93. Taheri, S. M., Sarfaraz, A. H. & Akbar, S. M. S. A. (2014). Investigating the effects of knowledge management and organizational innovation on organizational strategy: Evidence from insurence industry. Mangement Science Letters, 4, 2399-2406.
94. Timms, C. & Brough, P. (2013). ‘I like being a teacher’ career satisfaction, the work environment and work engagement. Journal of Educational Administration, 51(6), 768-789.
95. Tiwari, S. K. & Tiwari, P. (2020). Determinants of job satisfaction affected by work environment: An academician perspective from non-public institutions. International Journal on Emerging Technologies, 11(2), 461-467.
96. Victor, J. & Hoole, C. (2017). The influence of organisational rewards on workplace trust and work engagement. SA Journal of Human Resource Management, 15, 1-14.
97. Wilkins-Yel, K. G., Roach, C. M. L., Tracey, T. J. G. & Yel, N. (2018). The effects of career adaptability on intended academic persistence: The mediating role of academic satisfaction. Journal of Vocational Behavior, 108, 67-77.
98. Willaby, H. W., Costa, D. S. J., Burns, B. D., Maccann, C. & Roberts, R. D. (2015). Testing complex models with small sample sizes: A historical overview and empirical demonstration of what partial least squares (PLS) can offer differential psychology. Personality and Individual Differences, 84, 73-78.
99. Williamson, J. M., Pemberton, A. E. & Lounsbury, J. W. (2005). An investigation of career and job satisfaction in relation to personality traits of information professionals. The Library Quarterly: Information, Community, Policy, 75(2), 122-141.
100. Wong, K. K-K. (2013). Partial least squares structural equation modeling (PLS-SEM) techniques using smartPLS. Marketing Bulletin, 24, 1-32.
101. Yahaya, M. L., Murtala, Z. A. & Onukwube, H. N. (2019). Partial least squares (PLS-SEM): A note for beginners. International Journal of Environmental Studies and Safety Research, 4(4), 1-30.
102. Zhao, X., Lync, J. G. & Chen, Q (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37(2), 197-206.