Meslek Aşkı ve İşe Adanmışlık Arasındaki İlişki: İhtiyaçların Tatmini ve İşi Anlamlı Bulmanın Aracılık Rolleri

An Erratum to this article was published on April 30, 2024. https://dergipark.org.tr/en/pub/iupcd/article/1418012

Abstract

İş farklı şekillerde kavramlaştırılmaktadır. İş zevksiz ama yaşamı idame ettirmek için gerekli bir aktivite olarak algılanabilir. Bunun yanısıra iş anlamlı ve topluma katkı sağlayan bir araç olarak da görülebilir. İşlerini önemli ve yaşamda bir şeyleri değiştirmek olarak algılayan çalışanlarda meslek aşkı duygusu vardır. Meslek aşkı algısı bir insanların yararına toplumunda refahı sağlamak adına çalışmayı istemek anlamına gelmektedir. Meslek aşkı anlamlı amaçlara ulaşmayı sağladığı için kişilerin iyi olma haline ve yaşam doyumlarına katkı sağlar bu bağlamda bir çok kişisel ve kurumsal olumlu çıktı ile ilişkilidir. Araştırmalar meslek aşkı ve işe adanmışlık arasında pozitif bir ilişki olduğunu ortaya koymuştur. Ancak meslek aşkı algısının ve işe adanmışlığı nasıl ve neden yordadığı araştırılmamış bir konudur. Bu araştırma bu boşluğu doldurmaya amaç edinmiştir..Bu araştırmada ayrıca öz belirleme kuramı ve iş meslek aşkı kuramından faydalanılarak, meslek aşkı ve işe adanmışlık ilişkisinde işteki psikolojik ihtiyaç (özerklik, yetkinlik ve ilişkisellik) tatmini ve işi anlamlı bulmanın sıralı aracı rolü olduğu bir model sınanmıştır. Örneklem farklı okullarda çalışan 286 öğretmenden oluşmaktadır. Analiz sonuçları, meslek aşkı ve işe adanmışlık arasında pozitif bir ilişki olduğunu göstermiştir. Bu ilişkide özerklik ve yetkinlik tatmini aracı role sahiptir. Ayrıca, özerklik ve ilişkisellik tatmini ve işi anlamlı bulmanın meslek aşkı ve işe adanmışlık ilişkisinde sıralı biçimde aracı role sahip olduğu bulunmuştur. Modelde yetkinlik ihtiyacı ve işi anlamlı bulmanın sıralı aracı rolü istatistiksel olarak anlamlı değildir Çalışma sonuçları, işteki temel psikolojik ihtiyaç tatminiyle işi anlamlı bulmanın meslek aşkı ve işe adanmışlık ilişkisinde rolü olan sıralı aracı süreçlerden olabileceğini göstermiştir. Bu çalışma öğretmenlere ve okul yöneticilerine öğretmenlik mesleğindeki meslek aşı ve işe adanmışlık arasındaki süreçleri anlamalarına katkı sağlamaktır. Okul yöneticileri ve öğretmenler çalıştıkları kurumları geliştirmek adına bir çalışmanın sonuçlarından yararlanabilirler.

Keywords

• Meslek aşkı
• işe adanmışlık
• öz belirleme kuramı
• işi anlamlı bulma

Exploring the Association between Calling and Work Engagement: The Mediating Role of Psychological Needs Satisfaction and Perception of Meaningful Work

An Erratum to this article was published on April 30, 2024. https://dergipark.org.tr/en/pub/iupcd/article/1418012

Abstract

There are different conceptualizations of work. Work can be seen as unpleasant but necessary to make a living. It can also be perceived as meaningful and a way to contribute to society. Employees who see their work as important and are motivated to make a difference in society have a sense of “calling”. The perception of a calling pertains to a sense of purpose that includes values and goals oriented to other people, and motivation to work to contribute to the welfare of society. Calling has many individual and organizational benefits; it contributes to well-being and life satisfaction because it provides meaningful goals in life. Research has shown that calling and work engagement are positively related. However, how and why perception of a calling predicts work engagement is under-researched. This research aims to fill this void. Drawing on self-determination theory and work as calling theory, this study examines a model that basic psychological needs satisfaction (autonomy, competence, and relatedness) at work and work meaning sequentially mediate the positive relationship between calling and work engagement. The sample consists of 286 Turkish teachers working in various schools in Turkey. Results showed that there is a positive relationship between calling and work engagement. Autonomy and competence needs satisfaction, but not relatedness needs satisfaction mediated this relationship. Moreover, the calling–work engagement relationship was sequentially mediated by autonomy and relatedness needs satisfaction, and work meaning. Competence needs satisfaction and work meaning, on the other hand, did not significantly mediate the proposed relationships. These results indicate that satisfaction of psychological needs, and work meaning may represent the intermediary processes in the calling–work engagement relationship. The present study provides insights for both teachers and school administrations to understand the relationship between calling and work engagement of teachers. School principals and teachers can employ these findings for the benefit of their organizations.

Keywords

• Calling
• work engagement
• self-determination theory
• meaningful work

Supporting Institution

Izmir university of Economics

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