The Relationship Between Psychological Well-Being and Procrastination Behavior of Teachers
Abstract
The purpose of this study is to determine the relationship between teachers' psychological well-being and procrastination behavior.The target population of the research consists of 10100 teachers working in Samsun's Atakum, Canik, İlkadım and Tekkeköy districts in the 2019-2020 academic year. The sample of the study consists of 776 teachers determined by closter sampling method. In the data analysis section of the research, frequency and percentage distributions of the answers given to the scale questions were found in the first place.The normality of the distributionsof Psychological Well-Being Scale and Procrastination Behavior Scale scores, which were the continuous variables of the research, were tested.Since it was understood that the scales had normal distrubution,it was decided to use parametric procedures. The sum of the scales and the sum of each sub-dimension and the arithmetic mean and standard deviation of the items were determined.To test the differences between the avarage scores of the scale sub-dimensions according to the independent categorical variables in the scale, unrelated group t-test and one-way analysis of variance ANOVA were performed.In cases there was a statistically difference in ANOVA, Scheffe or Tamhane multiple comparison test, one of the Post-hoc techniques, were conducted to determine between which binary groups this cumulative difference originated from. In addition,Eta and Eta-square values were found. The relations between total and sub-dimensions of the scales were tested by Pearson Product Moment Correlation Coefficient. to test the predictive purpose of the research, simple and multiple regression analysis procedures were performed. According to the research result, psychological well-being of teachers is at a good level. Psychological well-being scores explain 14.8% of the variance of procrastination behavior scores. Psychological well-being of teachers is a significant negative predictor of procrastination behavior. Accordingly,as the level of psychological well-being of teachers increases, the level of procrastination behavior decreases.
Keywords
Kaynakça
- Akın, A. (2008). The scales of psychological well-being: a study of validity and reliability. Educational sciences: Theory and practice, 8(3), 741-750.
- Akın, A. vd. (2012). The short form of the scales of psychological well-being (SPWB-42): The validity and reliability of the turkish version. International Counseling And Education Conference 2012 (ICEC 2012), May, 3-5, İstanbul, Turkey
- Albayrak, E. (2014). Üniversite öğrencilerinde beş faktör kişilik, akademik öz-yeterlik, akademik kontrol odağı ve akademik erteleme (Yayınlanmamış Yüksek Lisans Tezi). Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü, Trabzon.
- Albayrak, E. (2015). Genel erteleme davranışı olan ve olmayan bireylerin yönetici işlevler açısından incelenmesi (Yayınlanmamış Yüksek Lisans Tezi). Haliç Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
- Balkıs, M. (2006). Öğretmen adaylarının davranışlarındaki erteleme eğiliminin, düşünme ve karar verme tarzları ile ilişkisi. (Yayınlanmamış Doktora Tezi). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
- Balkıs, M. (2007). Öğretmen adaylarının davranışlarındaki erteleme eğilimi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 21(21), 67-83.
