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OKUL PSİKOLOJİK DANIŞMANLARININ İŞLE BÜTÜNLEŞME DÜZEYLERİNİN İNCELENMESİ: ÖZ YETERLİK, DUYGUSAL ZEKÂ VE PERFORMANS ALGISININ ROLÜ

Year 2022, Issue: 61, 165 - 188, 09.02.2022

Abstract

Bu çalışmada, okul psikolojik danışmanlarının işle bütünleşme seviyelerinin, onların öz-yeterlik, duygusal zekâ ve performans algılarına göre ne düzeyde yordanabildiği araştırılmıştır. İş Gereklilikleri-Kaynakları Modeli bu çalışmanın teorik çerçevesi olarak kullanılmıştır. Araştırma grubunu, 169 okul psikolojik danışmanı oluşturmaktadır. Araştırmanın bağımsız değişkenlerinin, bağımlı değişken olan işle bütünleşmeyi ne düzeyde yordadığını tespit etmek amacıyla, hiyerarşik regresyon analizi yapılmıştır. Çalışmanın bulguları, öz-yeterlik alt boyutlarından yılmama, duygusal zekâ alt boyutlarından başkalarının duygularını değerlendirme ve performans algısının, okul psikolojik danışmanlarının işle bütünleşme düzeylerindeki değişimin %48,6’sını açıkladığını göstermektedir.

References

  • Akman, Y., & Akman, G. İ. (2017). İlköğretim okulu öğretmenlerinin iş yaşam kalitesi algısının işle bütünleşmeleri üzerindeki etkisi. Elementary Education Online, 16(4), 1491-1504.
  • Aloaibi, S. M., Amin, M., & Winterton, J. (2020). Does emotional intelligence and empowering leadership affect psychological empowerment and work engagement? Leadership & Organization Development Journal, 41(8), 971-991.
  • Aslan, S., & Erkuş, A. (2008). Measurement of emotional intelligence: Validity and reliability studies of two scales. World Applied Science Journal, 4(3), 430-438.
  • Bakker, A. B., Gierveld, J. H., & Van Rijswijk, K. (2006). Success factors among female school principals in primary teaching: A study on burnout, work engagement, and performance. Diemen the Netherlands: Right Management Consultants, 85(4), 480-492.
  • Bakker, A. B., & Demerouti, E. (2008). Towards a model of work engagement. The Career Development International, 13(3), 209-223. doi:10.1108/13620430810870476
  • Bal, E. A. (2008). Self-efficacy, contextual factors and well-being: The impact of work engagement. (Yayımlanmamış Doktora Tezi) Marmara Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman, New York: Henry Holt & Co.
  • Büyüköztürk, Ş. (2016). Veri analizi el kitabı. Ankara: Pegem Akademi.
  • Çöl, G. (2008). Algılanan güçlendirmenin işgören performansı üzerine etkileri. Doğuş Üniversitesi Dergisi, 9(1), 35–46.
  • D’Amico, A., Geraci, A., & Tarantino, C. (2020). The relationship between perceived emotional intelligence, work engagement, job satisfaction, and burnout in Italian school teachers: An exploratory study. Psihologijske Teme, 29(1), 63-84.
  • Demerouti, E., Bakker, A.B., De Jonge, J., Janssen, P.P.M. & Schaufeli, W.B. (2001). Burnout and engagement at work as a function of demands and control. Scandinavian Journal of Work, Environment and Health, 27, 279-86.
  • Doğan, H., & Çelik, K. (2019). The relation between school administrators’ use of power styles and teachers’ organizational commitment and their job performance. Egitim ve Bilim, 44(198), 37-55.
  • Extremera, N., Mérida-López, S., Sánchez-Álvarez, N., & Quintana-Orts, C. (2018). How does emotional intelligence make one feel better at work? The mediational role of work engagement. International Journal of Environmental Research and Public Health, 15(9), 1909.
  • Fritz, C., & Sonnentag, S. (2009). Antecedents of day-level proactive behavior: A look at job stressors and positive affect during the workday. Journal of Management, 35(1), 94-111.
  • Garrido, M.P., & Pacheco, N.E. (2012) Perceived emotional intelligence in primary school teachers and its relationship with levels of burnout and engagement. Revista De Educacion, 359, 604–627.
  • Güçlü, N. & Zaman, O. (2011). The relationship between job satisfaction and organizational commitment of school counselors assigned to the outside. Journal of Turkish Educational Sciences, 9(3), 3: 541-576.
  • Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495-513.
  • Halbesleben, J. R., & Wheeler, A. R. (2008). The relative roles of engagement and embeddedness in predicting job performance and intention to leave. Work & Stress, 22(3), 242-256.
  • Joseph, D. L., & Newman, D. A. (2010). Emotional intelligence: an integrative meta-analysis and cascading model. Journal of Applied Psychology, 95(1), 54-78.
  • Kafetsios, K., & Zampetakis, L. A. (2008). Emotional intelligence and job satisfaction: Testing the mediatory role of positive and negative affect at work. Personality and individual differences, 44(3), 712-722.
  • Maasland, A. T. W. (2019). The potential power of positive personal resources: Expanding work engagement and performance through positive psychological resources (Master's thesis, University of Leiden). Available from https://hdl.handle.net/1887/72615
  • Mérida-López, S., Extremera, N., & Rey, L. (2017). Contributions of work-related stress and emotional intelligence to teacher engagement: Additive and interactive effects. International Journal of Environmental Research and Public Health, 14, 1156.
  • Mérida-López, S., Bakker, A. B., & Extremera, N. (2019). How does emotional intelligence help teachers to stay engaged? Cross-validation of a moderated mediation model. Personality and Individual Differences, 151, 109393.
  • O’Boyle, E.H., Humphrey, R.H., Pollack, J.M., Hawver, T.H. & Story, P.A. (2011). The relation between emotional intelligence and job performance: A meta-analysis. Journal of Organizational Behaviour, 32, 788–818.
  • Orgambídez, A., Borrego, Y., & Vázquez-Aguado, O. (2020). Linking self-efficacy to quality of working life: The role of work engagement. Western Journal of Nursing Research, 42(10), 821-828.
  • Özdemir, M., & Gören, S. Ç. (2017). Psikolojik güçlendirme, liderlik uyumu ve öğretmen performansı ilişkisinde örgütsel bağlılığın aracı rolü. Elementary Education Online, 16(1), 342-353.
  • Pena, M., Rey, L., & Extremera, N. (2012). Life satisfaction and engagement in elementary and primary educators: Differences in emotional intelligence and gender. Revista de Psicodidàctica, 17(2), 341-358.
  • Roux, S. (2010). The relationship between authentic leadership, optimism, self-efficacy and work engagement: An exploratory study (Doctoral dissertation, Stellenbosch: University of Stellenbosch). Retrieved from http://scholar.sun.ac.za/handle/10019.1/2182
  • Salanova, M., Agut, S., & Peiró, J. M. (2005). Linking organizational resources and work engagement to employee performance and customer loyalty: the mediation of service climate. Journal of Applied Psychology, 90(6), 1217.
  • Salanova, M., Schaufeli, W. B., Xanthopoulou, D., and Bakker, A. B. (2010). The gain spiral of resources and work engagement: sustaining a positive worklife. In A. B. Bakker and M. P. Leiter (Eds.), Work Engagement: A Handbook of Essential Theory and Research (118-131). New York, NY: Psychology Press.
  • Salanova, M., Llorens, S., and Schaufeli, W. B. (2011). “Yes, I can, I feel good, and I just do it!” On gain cycles and spirals of efficacy beliefs, affect, and engagement. Applied Psychology, 60, 255–285. doi: 10.1111/j.1464-0597.2010. 00435.x
  • Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92.doi:10.1023/A:1015630930326
  • Schaufeli, H. B., and Salanova, M. (2010). How to improve work engagement? In S. L. Albrecht (Eds). Handbook of Employee Engagement: Perspectives, Issues, Research and Practice. (399-415). Cheltenham: Edward Elgar.
  • Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi‐sample study. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 25(3), 293-315.
  • Schaufeli, W. B., Taris, T. W., & Van Rhenen, W. (2008). Workaholism, burnout, and work engagement: Three of a kind or three different kinds of employee well‐being? Applied Psychology, 57(2), 173-203.
  • Sherer, M., & Adams, C. H. (1983). Construct validation of the self-efficacy scale. Psychological Reports, 53(3), 899-902
  • Shields, S. (2007), Managing Employee Performance and Reward. Sydney: Cambridge University Press,
  • Shimazu, A., & Schaufeli, W. B. (2009). Is workaholism good or bad for employee well-being? The distinctiveness of workaholism and work engagement among Japanese employees. Industrial Health, 47(5), 495–502.
  • Sigler, T. H., & Pearson, C. M. (2000). Creating an empowering culture: examining the relationship between organizational culture and perceptions of empowerment. Journal of Quality Management, 5(1), 27-52.
  • Sweetman, D., & Luthans, F. (2010). The power of positive psychology: Psychological capital and work engagement. In A. Bakker & M. P. Leiter (Eds.), Work engagement: A handbook of essential theory and research. Hove, New York: Psychology Press.
  • Tian, G., Wang, J., Zhang, Z., & Wen, Y. (2019). Self-efficacy and work performance: The role of work engagement. Social Behavior and Personality: An International Journal, 47(12), e8528
  • Uslu, E., Kartal, C., & Durukan, T. (2018). Doğrudan pazarlamada duygusal zeka, performans algısı, motivasyon ilişkisi. Uluslararası Sağlık Yönetimi ve Stratejileri Araştırma Dergisi, 4(1), 1-14.
  • Weigl, M., Hornung, S., Parker, S. K., Petru, R., Glaser, J., & Angerer, P. (2010). Work engagement accumulation of task, social, personal resources: A three-wave structural equation model. Journal of Vocational Behavior, 77(1), 140-153.
  • Winburn, A., Reysen, R., Suddeath, E., & Perryman, M. (2017). Working beyond the bell: School counselors and workaholism tendencies. Professional School Counseling, 21(1), 2156759X18775137.
  • Wong, C-S., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quarterly, 13, 243–274.
  • Wu S, Zhou S, Yu X, Chen W, Zheng W, Huang M, Zhang H, Li X, Fang G, Zhao X and Zhang K (2020) Association between social support and job satisfaction among mainland Chinese ethnic minority kindergarten teachers: The mediation of self-efficacy and work engagement. Frontiers in Psychology. 11, 581397. doi: 10.3389/fpsyg.2020.581397
  • Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2007). The role of personal resources in the job demands-resources model. International Journal of Stress Management, 14(2), 121-141.
  • Yıldırım, F., & İlhan, I. Ö. (2010). The validity and reliability of the general self-efficacy scale-Turkish form. Türk Psikiyatri Dergisi, 21(4), 301.
  • Zhu, Y., Liu, C., Guo, B., Zhao, L., & Lou, F. (2015). The impact of emotional intelligence on work engagement of registered nurses: The mediating role of organizational justice. Journal of Clinical Nursing, 24(15-16), 2115-2124.

AN INVESTIGATION OF SCHOOL COUNSELORS' WORK ENGAGEMENT: THE ROLE OF SELF-EFFICACY, EMOTIONAL INTELLIGENT AND PERCEIVED PERFORMANCE

Year 2022, Issue: 61, 165 - 188, 09.02.2022

Abstract

: In this study, it was investigated to what extent school counselors' level of work engagement can be predicted according to their self-efficacy, emotional intelligence, and performance perceptions. The Job Demands-Resources Model was used as the theoretical framework of this study. The participants of the research consist of 169 school counselors. Hierarchical regression analysis was conducted to determine to what extent the independent variables of the study predicted the work engagement. The findings of the study show that persistence among genal self-efficacy dimensions, appraising others emotions among emotional intelligent dimensions, and perceived performance explain 48.6% of the variation in the level of school counselors' work engagement

References

  • Akman, Y., & Akman, G. İ. (2017). İlköğretim okulu öğretmenlerinin iş yaşam kalitesi algısının işle bütünleşmeleri üzerindeki etkisi. Elementary Education Online, 16(4), 1491-1504.
  • Aloaibi, S. M., Amin, M., & Winterton, J. (2020). Does emotional intelligence and empowering leadership affect psychological empowerment and work engagement? Leadership & Organization Development Journal, 41(8), 971-991.
  • Aslan, S., & Erkuş, A. (2008). Measurement of emotional intelligence: Validity and reliability studies of two scales. World Applied Science Journal, 4(3), 430-438.
  • Bakker, A. B., Gierveld, J. H., & Van Rijswijk, K. (2006). Success factors among female school principals in primary teaching: A study on burnout, work engagement, and performance. Diemen the Netherlands: Right Management Consultants, 85(4), 480-492.
  • Bakker, A. B., & Demerouti, E. (2008). Towards a model of work engagement. The Career Development International, 13(3), 209-223. doi:10.1108/13620430810870476
  • Bal, E. A. (2008). Self-efficacy, contextual factors and well-being: The impact of work engagement. (Yayımlanmamış Doktora Tezi) Marmara Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman, New York: Henry Holt & Co.
  • Büyüköztürk, Ş. (2016). Veri analizi el kitabı. Ankara: Pegem Akademi.
  • Çöl, G. (2008). Algılanan güçlendirmenin işgören performansı üzerine etkileri. Doğuş Üniversitesi Dergisi, 9(1), 35–46.
  • D’Amico, A., Geraci, A., & Tarantino, C. (2020). The relationship between perceived emotional intelligence, work engagement, job satisfaction, and burnout in Italian school teachers: An exploratory study. Psihologijske Teme, 29(1), 63-84.
  • Demerouti, E., Bakker, A.B., De Jonge, J., Janssen, P.P.M. & Schaufeli, W.B. (2001). Burnout and engagement at work as a function of demands and control. Scandinavian Journal of Work, Environment and Health, 27, 279-86.
  • Doğan, H., & Çelik, K. (2019). The relation between school administrators’ use of power styles and teachers’ organizational commitment and their job performance. Egitim ve Bilim, 44(198), 37-55.
  • Extremera, N., Mérida-López, S., Sánchez-Álvarez, N., & Quintana-Orts, C. (2018). How does emotional intelligence make one feel better at work? The mediational role of work engagement. International Journal of Environmental Research and Public Health, 15(9), 1909.
  • Fritz, C., & Sonnentag, S. (2009). Antecedents of day-level proactive behavior: A look at job stressors and positive affect during the workday. Journal of Management, 35(1), 94-111.
  • Garrido, M.P., & Pacheco, N.E. (2012) Perceived emotional intelligence in primary school teachers and its relationship with levels of burnout and engagement. Revista De Educacion, 359, 604–627.
  • Güçlü, N. & Zaman, O. (2011). The relationship between job satisfaction and organizational commitment of school counselors assigned to the outside. Journal of Turkish Educational Sciences, 9(3), 3: 541-576.
  • Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495-513.
  • Halbesleben, J. R., & Wheeler, A. R. (2008). The relative roles of engagement and embeddedness in predicting job performance and intention to leave. Work & Stress, 22(3), 242-256.
  • Joseph, D. L., & Newman, D. A. (2010). Emotional intelligence: an integrative meta-analysis and cascading model. Journal of Applied Psychology, 95(1), 54-78.
  • Kafetsios, K., & Zampetakis, L. A. (2008). Emotional intelligence and job satisfaction: Testing the mediatory role of positive and negative affect at work. Personality and individual differences, 44(3), 712-722.
  • Maasland, A. T. W. (2019). The potential power of positive personal resources: Expanding work engagement and performance through positive psychological resources (Master's thesis, University of Leiden). Available from https://hdl.handle.net/1887/72615
  • Mérida-López, S., Extremera, N., & Rey, L. (2017). Contributions of work-related stress and emotional intelligence to teacher engagement: Additive and interactive effects. International Journal of Environmental Research and Public Health, 14, 1156.
  • Mérida-López, S., Bakker, A. B., & Extremera, N. (2019). How does emotional intelligence help teachers to stay engaged? Cross-validation of a moderated mediation model. Personality and Individual Differences, 151, 109393.
  • O’Boyle, E.H., Humphrey, R.H., Pollack, J.M., Hawver, T.H. & Story, P.A. (2011). The relation between emotional intelligence and job performance: A meta-analysis. Journal of Organizational Behaviour, 32, 788–818.
  • Orgambídez, A., Borrego, Y., & Vázquez-Aguado, O. (2020). Linking self-efficacy to quality of working life: The role of work engagement. Western Journal of Nursing Research, 42(10), 821-828.
  • Özdemir, M., & Gören, S. Ç. (2017). Psikolojik güçlendirme, liderlik uyumu ve öğretmen performansı ilişkisinde örgütsel bağlılığın aracı rolü. Elementary Education Online, 16(1), 342-353.
  • Pena, M., Rey, L., & Extremera, N. (2012). Life satisfaction and engagement in elementary and primary educators: Differences in emotional intelligence and gender. Revista de Psicodidàctica, 17(2), 341-358.
  • Roux, S. (2010). The relationship between authentic leadership, optimism, self-efficacy and work engagement: An exploratory study (Doctoral dissertation, Stellenbosch: University of Stellenbosch). Retrieved from http://scholar.sun.ac.za/handle/10019.1/2182
  • Salanova, M., Agut, S., & Peiró, J. M. (2005). Linking organizational resources and work engagement to employee performance and customer loyalty: the mediation of service climate. Journal of Applied Psychology, 90(6), 1217.
  • Salanova, M., Schaufeli, W. B., Xanthopoulou, D., and Bakker, A. B. (2010). The gain spiral of resources and work engagement: sustaining a positive worklife. In A. B. Bakker and M. P. Leiter (Eds.), Work Engagement: A Handbook of Essential Theory and Research (118-131). New York, NY: Psychology Press.
  • Salanova, M., Llorens, S., and Schaufeli, W. B. (2011). “Yes, I can, I feel good, and I just do it!” On gain cycles and spirals of efficacy beliefs, affect, and engagement. Applied Psychology, 60, 255–285. doi: 10.1111/j.1464-0597.2010. 00435.x
  • Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92.doi:10.1023/A:1015630930326
  • Schaufeli, H. B., and Salanova, M. (2010). How to improve work engagement? In S. L. Albrecht (Eds). Handbook of Employee Engagement: Perspectives, Issues, Research and Practice. (399-415). Cheltenham: Edward Elgar.
  • Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi‐sample study. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 25(3), 293-315.
  • Schaufeli, W. B., Taris, T. W., & Van Rhenen, W. (2008). Workaholism, burnout, and work engagement: Three of a kind or three different kinds of employee well‐being? Applied Psychology, 57(2), 173-203.
  • Sherer, M., & Adams, C. H. (1983). Construct validation of the self-efficacy scale. Psychological Reports, 53(3), 899-902
  • Shields, S. (2007), Managing Employee Performance and Reward. Sydney: Cambridge University Press,
  • Shimazu, A., & Schaufeli, W. B. (2009). Is workaholism good or bad for employee well-being? The distinctiveness of workaholism and work engagement among Japanese employees. Industrial Health, 47(5), 495–502.
  • Sigler, T. H., & Pearson, C. M. (2000). Creating an empowering culture: examining the relationship between organizational culture and perceptions of empowerment. Journal of Quality Management, 5(1), 27-52.
  • Sweetman, D., & Luthans, F. (2010). The power of positive psychology: Psychological capital and work engagement. In A. Bakker & M. P. Leiter (Eds.), Work engagement: A handbook of essential theory and research. Hove, New York: Psychology Press.
  • Tian, G., Wang, J., Zhang, Z., & Wen, Y. (2019). Self-efficacy and work performance: The role of work engagement. Social Behavior and Personality: An International Journal, 47(12), e8528
  • Uslu, E., Kartal, C., & Durukan, T. (2018). Doğrudan pazarlamada duygusal zeka, performans algısı, motivasyon ilişkisi. Uluslararası Sağlık Yönetimi ve Stratejileri Araştırma Dergisi, 4(1), 1-14.
  • Weigl, M., Hornung, S., Parker, S. K., Petru, R., Glaser, J., & Angerer, P. (2010). Work engagement accumulation of task, social, personal resources: A three-wave structural equation model. Journal of Vocational Behavior, 77(1), 140-153.
  • Winburn, A., Reysen, R., Suddeath, E., & Perryman, M. (2017). Working beyond the bell: School counselors and workaholism tendencies. Professional School Counseling, 21(1), 2156759X18775137.
  • Wong, C-S., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quarterly, 13, 243–274.
  • Wu S, Zhou S, Yu X, Chen W, Zheng W, Huang M, Zhang H, Li X, Fang G, Zhao X and Zhang K (2020) Association between social support and job satisfaction among mainland Chinese ethnic minority kindergarten teachers: The mediation of self-efficacy and work engagement. Frontiers in Psychology. 11, 581397. doi: 10.3389/fpsyg.2020.581397
  • Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2007). The role of personal resources in the job demands-resources model. International Journal of Stress Management, 14(2), 121-141.
  • Yıldırım, F., & İlhan, I. Ö. (2010). The validity and reliability of the general self-efficacy scale-Turkish form. Türk Psikiyatri Dergisi, 21(4), 301.
  • Zhu, Y., Liu, C., Guo, B., Zhao, L., & Lou, F. (2015). The impact of emotional intelligence on work engagement of registered nurses: The mediating role of organizational justice. Journal of Clinical Nursing, 24(15-16), 2115-2124.
There are 49 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Ayşen Köse

Early Pub Date January 24, 2022
Publication Date February 9, 2022
Submission Date April 17, 2021
Published in Issue Year 2022 Issue: 61

Cite

APA Köse, A. (2022). OKUL PSİKOLOJİK DANIŞMANLARININ İŞLE BÜTÜNLEŞME DÜZEYLERİNİN İNCELENMESİ: ÖZ YETERLİK, DUYGUSAL ZEKÂ VE PERFORMANS ALGISININ ROLÜ. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(61), 165-188.