Öğretmenlerde Statü Kaygısı ile Mesleki Motivasyon Arasındaki İlişkide Yaşam Doyumunun Aracılık Rolü

Year 2025, Issue: 58, 103 - 111, 08.09.2025

Nuray Aşantuğrul

https://doi.org/10.33418/education.1713198

Abstract

Bu çalışmanın amacı, öğretmenlerin statü kaygıları ile mesleki motivasyonları arasındaki ilişkide yaşam doyumunun aracılık rolünü araştırmaktır. Öğretmenlerin mesleki ve bireysel gelişimlerini olumsuz etkileyen statü kaygısının, mesleki motivasyonları üzerinde nasıl bir etkisi olduğu ve yaşam doyumunun bu etkiye nasıl aracılık ettiğini inceleyerek elde edilen veriler doğrultusunda öğretmenlerin mesleki motivasyonlarını iyileştirmeye ve arttırmaya yönelik bulgular sunabileceği için bu araştırma önemlidir. Araştırma, ilişkisel tarama modeline dayalı nicel yöntem kullanılarak öğretmenlerle yürütülmüştür. Çalışma grubunu Orta Karadeniz Bölgesi'ndeki devlet okullarında görev yapan 253 öğretmen (165 kadın ve 88 erkek) oluşturmuştur. Öğretmenler kolay örnekleme yoluyla seçilmiştir. Çalışmada veri toplama araçları olarak Statü Kaygısı Ölçeği, Öğretmen Mesleki Motivasyon Ölçeği, Yaşam Doyumu Ölçeği ve araştırmacı tarafından geliştirilen kişisel bilgi formu kullanılmıştır. Değişkenler arasındaki ilişkiler Pearson Momentler Çarpımı Korelasyon Analizi kullanılarak analiz edilmiş ve anlamlı korelasyonlar ortaya konulmuştur. Daha sonra analiz için bir aracılık modeli oluşturulmuştur. Araştırma bulguları, statü kaygısı ile mesleki motivasyon arasında anlamlı negatif bir ilişki, yaşam doyumu ile mesleki motivasyon arasında ise pozitif ve anlamlı bir ilişki olduğunu ortaya koymaktadır. Aracılık analizi sonucunda, yaşam doyumunun statü kaygısı ile mesleki motivasyon arasında anlamlı bir aracılık rolü olduğu görülmüştür. Öğretmenlerin mesleki motivasyonlarını artırmak için, statüyle ilgili endişelerini azaltmaları ve yaşam doyumlarını artırmaları konusunda desteklenmeleri önerilmektedir.

Keywords

statü kaygısı , mesleki motivasyon , yaşam doyumu , öğretmenler

Ethical Statement

Etik kurul onayı Amasya Üniversitesi Sosyal Bilimler Etik Kurulu'ndan (Tarih: 12.05.2025, Sayı: 8979) alınmıştır.

The Mediating Role of Life Satisfaction in The Relatıonshıp Between Status Anxiety and Professional Motivation Among Teachers

Abstract

The aim of this study is to investigate the mediating role of life satisfaction in the relationship between teachers' status concerns and professional motivation. This research is important because it can present findings to improve and increase teachers' professional motivation in line with the data obtained by examining how status anxiety, which negatively affects teachers' professional and individual development, has an effect on their professional motivation and how life satisfaction mediates this effect. The research was conducted with teachers using a quantitative method based on a correlational survey model. The study group consisted of 253 teachers (165 female and 88 male) working in public schools in the Central Black Sea Region. The teachers were selected through convenience sampling. Data collection tools in the study include the Status Anxiety Scale, the Teacher Professional Motivation Scale, the Life Satisfaction Scale and the personal information form developed by the researcher. The relationships between the variables were analyzed using Pearson's Product-Moment Correlation Analysis, revealing significant correlations. A mediation model was then established for the analysis Research findings reveal that there is a significant negative relationship between status anxiety and professional motivation, and a positive significant relationship between life satisfaction and professional motivation. As a result of the mediation analysis, it was seen that life satisfaction has a significant mediating role relationship between status anxiety and professional motivation. In order to increase teachers' professional motivation, it is recommended that teachers be supported in reducing their status-related concerns and increasing their life satisfaction.

Keywords

Status anxiety , professional motivation , life satisfaction , teachers

Ethical Statement

Ethics committee approval was obtained from Amasya University Social Sciences Ethics Committee (Date: 12.05.2025, Number: 8979).

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