Araştırma Makalesi
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Türkiye’de Resmi ve Özel Okullarda Çalışmanın Öğretmenlerin İş Doyumu Üzerindeki Etkisi: Bir Meta-Analiz Çalışması

Yıl 2020, Cilt: 20 Sayı: 89, 179 - 200, 30.09.2020

Öz

Problem Durumu: Eğitimin niteliği ile öğretmenlerin iş doyumu (İD) arasında ilişki olduğu günümüzde tartışılmaktadır. Rekabetin yoğun olarak yaşandığı resmi ve özel okullarda çalışan öğretmenlerin İD; okulun kültürü, çalışma koşulları, yönetim biçimi ve çalışanların iletişim biçimi gibi birçok faktörden etkilenebilir. Özellikle son yıllarda eğitimin özelleştirilmesi politikaları bağlamında özel okulların kurulması teşvik edilmekte ve velilere de bu yönde katkılar sağlanarak çocuklarını bu okullara gönderme konusunda destek sağlanmaktadır. Bir yandan da öğretmen istihdamı konusunda atanamayan öğretmenlerin bir çoğununda alternatif olarak özel okullarda çalışması, özel ve resmi okullarda çalışan öğretmenlerin İD düzeylerinin belirlenmesini önemli hale gelmektedir. Öğretmenlerin işten doyumunda, çalıştıkları okul türünün (özel/resmi) etkili olup olmadığının belirlenmesi, bu çalışmanın problemini oluşturmaktadır.

Araştırmanın Amacı: Bu araştırmanın amacı: öğretmenlerin çalıştıkları okul türünün (resmi ve özel okul) işten doyumlarına etki düzeyini belirlemektir.

Araştırmanın Yöntemi: Çalışmada, araştırma sentezleme yöntemlerinden biri olan ve ampirik çalışmaların bulgularının yeniden analiz edilmesinde kullanılan meta-analiz yöntemi kullanılmıştır. Meta-analiz yöntemi aynı konu ile ilgili birbirinden bağımsız olarak yapılmış nicel çalışmaların verilerinin sistematik bir şekilde analiz edillmesi ve sentezlenmesi yöntemidir. Verilerin analizinde grup karşılaştırma meta-analiz yöntemlerinden (Rastgele etkiler modelleri) Grup Farklılığı yöntemi kullanılmıştır. Türkiye’de resmi ve özel okullarda çalışan öğretmenlerin iş doyumu (İD)’na ilişkin algılarını konu alan yüksek lisans ve doktora tezleri ile araştırma makaleleri, bu çalışmanın temel veri kaynağını ve kapsamını oluşturmaktadır. İlgili araştırmalara ulaşmak için Web of Science, ERIC, ULAKBİM, EBSCOhost, Google Akademik, Scopus ve YÖK Ulusal Tez Merkezi veri tabanlarından “iş/işten doyumu”, “mesleki doyum”, “iş tatmini”, “resmi ve özel okul” ve “iş mennuniyeti” anahtar sözcükleri kullanılarak tarama yapılmıştır. Yapılan tarama sonrası araştırma konusuna yönelik yapılan 126 çalışmadan dâhil edilme kriterlerine uygun 43 çalışmanın olduğu belirlenmiştir. Araştırmaya dahil edilen çalışmaların seçiminde kullanılan dahil edilme kriterleri aşağıda verilmiştir;

(i) Kriter 1: Yayınlanmış veya yayımlanmamış çalışma kaynakları: Yüksek lisans ve doktora tezleri ile alanyazında yayınlanmış araştırma makaleleri kapsama alınmıştır.

(ii) Kriter 2: Çalışmalardaki bağımlı ve bağımsız değişkenin meta-analiz çalışmasına uygun olması: Meta-analiz çalışmalarında etki büyüklüğüne ulaşabilmek için dahil edilen çalışmaların empirik çalışmalar olması ve özel-resmi okulların bağımsız değişken olarak kullanılmış olması dikkate alınmıştır.

(iii) Kriter 3: Meta-analiz için gerekli nicel verileri içermesi: Meta-analiz çalışması için gerekli olan etki büyüklüklerinin hesaplanabilmesi için nicel veriler (ortalama, standart sapma, örneklem sayısı, p değeri vb.) içermesi dikkate alınmıştır.

(iv) Kriter 4: 1990 ve 2019 yılları arasında Türkiye’de yapılan çalışmalar dikkate alınmıştır. Bu çalışmalar kapsamındaki toplam örneklem sayısı 14599 olup bunun 4296’sı özel okullarda ve 10303’ü ise devlet okullarındaki öğretmenlerdir.

Hariç Tutma Kriterleri: Literatür taraması sonucu elde edilen 83 çalışma; farklı örneklemlerde yapılan çalışmalar olması (okul yöneticileri ve öğretim üyeleri), meta-analizi için gerekli istatistiksel verilere sahip olmaması ve yalnızca nitel bulgulara yer vermesi bağlamında dâhil edilme kriterlerine uygun olmadığı için yapılan meta-analiz çalışması dışında tutulmuştur.

Araştırmanın Güvenirliği: Kodlama işlemi yapıldıktan sonra kodlayıcılar arası güvenirliğin (interrater reliability) sağlanması için Cohen’s Kappa istatistiği kullanılmış ve güvenirlik .97 olarak bulunmuştur. Bu sonuç, kodlayıcılar arasında mükemmel bir uyumu göstermektedir.

Araştırmanın Geçerliği: Meta-analize dahil edilme kriterlerine uygun tüm çalışmaların ulaşılabilecek tüm veri tabanları kullanılarak taranması ve çalışmaya dahil edilmesi araştırmanın geçerliliğinin bir göstergesidir. Tarama sonucunda bütün çalışmalara ulaşılması bağlamında geçerliliğin sağlandığı söylenebilir. Bu bağlamda meta-analize dahil edilen 43 çalışmanın her biri ayrıntılı olarak incelenmiş, araştırmada kullanılan veri toplama araçlarının geçerliğinin ve güvenirliğin sağlandığı doğrulanmıştır. Dolayısıyla bu meta-analiz çalışmasının da geçerli olduğu söylenebilir. Bu çalışmanın istatistiksel hesaplamaları için, CMA Ver. 2. [Comprehensive Meta Analysis] yazılımı kullanılmıştır. Verilerin analizinde grup farklılığı meta-analiz yöntemi kullanılmıştır. Genel etki büyüklüğünün hesaplanmasında rastgele etkiler modeli kullanılmıştır.

Kaynakça

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  • * Adıguzel, Z., Unsal, Y.,& Karadag, M. (2012). An investigation on the levels of job satisfactions of science and technology teachers according to some variables. Dicle University, Journal of Ziya Gokalp Education Faculty, 18, 133-155.
  • Akar, H. (2018). A meta-analytic study concerning the effect of educational stakeholders' perceptions of quality of work life on their job satisfaction and organizational commitment. International Online Journal of Educational Sciences, 10(3), 101-115.
  • *Akbulut, B. (2015). The relationship between the upper secondary school teachers’ organizational image perceptions and job satisfaction levels. (Unpublished doctoral thesis). Istanbul University, Istanbul.
  • Akhtar, Shafqat N., Hashmi, Muhammad A., &Naqvi, Syed, I. H. (2010). A comparative study of job satisfaction in public and private school teachers at secondary level. Procedia Social and Behavioral Sciences, 2, 4222-4228.
  • Akkamıs, O. (2010). First and second stages of primary school teachers for an evaluation on job satisfaction. (Unpublished master’s thesis), Yeditepe University, İstanbul.
  • Asık, Z., & Ozen, M. (2019). Meta-Analysis Steps and Reporting. Turkish Journal of Family Medicine and Primary Care, 13 (2), 232-240.
  • *Avsaroglu, S., & Mistan, B. (2018). Investigation of job satisfaction and burnout levels of teachers working at private educational institutions] Turan-Sam, 37, p.102-112.
  • Aydın, A., Uysal, S., & Sarıer, Y. (2012). The effect of gender on job satisfaction of teachers: a meta-analysis study. Procedia-Social and Behavioral Sciences, 46, 356-362.
  • Aytac, T. (2015) The Effect of Gender on Teachers’ Job Satisfaction: A Meta-analysis. Anthropologist, 20(3) 385-396.
  • *Bayraktar, H. V., & Guney, B. (2016). Examination of Job Satisfaction of the Medical Vocational High School Teachers. Journal of Education and Training Studies. Vol. 4, No. 4, p.228-236.
  • Begg, C.B., & J.A. Berlin. (1988). Publication bias: A problem in interpreting medical data (with discussion). Journal of the Royal Statistical Society Series, 151(2): 419–463.
  • *Bil, E. (2018). The relationship between the concepts of learning organization, organizational trust and job satisfaction of high schools. (Unpublished doctoral thesis). Ankara University, Ankara.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex-UK: John Wiley & Sons Ltd.
  • Bracey, G. (2002). The war against America’s public schools: Privatizing schools, commercializing education. Boston: Allyn & Bacon.
  • Buka, M., &Bilgic, R. (2010). Public and private schoolteachers' differences in terms of job attitudes in Albania, International Journal of Psychology, 45, 3, 232-239.
  • *Bulu, B. (2016). The comparison of job satisfaction levels for the teachers working in private and public specıal educatıon institutions. (Unpublished master’s thesis). İstanbul Aydın University, İstanbul.
  • Card, N. A. (2012). Applied meta-analysis for social science research. New York: The Guilford Press.
  • *Ceyhun, A. T. (2009). Job stress, perceived social support and job satisfaction in teachers working with children with mentally handicapped children. (Unpublished master’s thesis). Abant İzzet Baysal University, Bolu.
  • Crossman, A., & Harris, P. (2006). Job satisfaction of secondary school teachers. Educational Management Administration & Leadership, 34(1), 29-46.
  • Cumming, G. (2012). Understanding the new statistics. New York: Routledge, Taylor and Francis Group.
  • *Celik, B. (2010). The job satisfaction level of the physical education teachers working in private and public schools. (Unpublished master’s thesis). Gazi University, Ankara.
  • * Cıtak, M. A., Koldere, Yasemin, Unsar, S., & Ergin, G. (2008). A research determining of the job satisfaction level of the teachers who work at public and private elementary schools within Istanbul. Trakya Universitesi Sosyal Bilimler Dergisi, Cilt 10, Sayı 2, 173-189.
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The Effects of Working in Public or Private Schools on Job Satisfaction of Teachers in Turkey: A Meta-Analysis Study

Yıl 2020, Cilt: 20 Sayı: 89, 179 - 200, 30.09.2020

Öz

Purpose: The main problem of this study is to investigate whether the school type (private/public) has any effects on job satisfaction of teachers or not to reveal the effects of the school type (private/public) on job satisfaction of teachers in Turkey.

Research Methods: In this study, as one of the research synthesis methods, the meta-analysis method was used. In the analysis of the data, one of the group comparison meta-analysis methods, the Group Difference Method was used.

Findings: According to the results of this research, in accordance with the random effects model (d=.56; [.41; .70]), a statistically significant medium level of effect size was detected in favor of teachers working in private schools concerning the school type variable. As a result of the conducted moderator analysis, it was determined that the effect sizes of the studies varied by the grade of education (p=.002), and the place of research (p=.00). Effect sizes of the studies did not differ significantly publication type (p=.07), the title of the teacher (p=.13), and the scale (p=.23).

Implications for Research and Practice: In the context of this meta-analysis study, the findings suggest that qualitative and quantitative studies discussing which factors are effective in high job satisfaction of teachers working in private schools should be carried out.

Kaynakça

  • (The symbol of * refers to the studies included in the meta-analysis).
  • *Adıguzel, Z. (2010). Job satisfaction of science and technology teachers in primary education. (Unpublished master’s thesis). Gazi University, Ankara.
  • * Adıguzel, Z., Unsal, Y.,& Karadag, M. (2012). An investigation on the levels of job satisfactions of science and technology teachers according to some variables. Dicle University, Journal of Ziya Gokalp Education Faculty, 18, 133-155.
  • Akar, H. (2018). A meta-analytic study concerning the effect of educational stakeholders' perceptions of quality of work life on their job satisfaction and organizational commitment. International Online Journal of Educational Sciences, 10(3), 101-115.
  • *Akbulut, B. (2015). The relationship between the upper secondary school teachers’ organizational image perceptions and job satisfaction levels. (Unpublished doctoral thesis). Istanbul University, Istanbul.
  • Akhtar, Shafqat N., Hashmi, Muhammad A., &Naqvi, Syed, I. H. (2010). A comparative study of job satisfaction in public and private school teachers at secondary level. Procedia Social and Behavioral Sciences, 2, 4222-4228.
  • Akkamıs, O. (2010). First and second stages of primary school teachers for an evaluation on job satisfaction. (Unpublished master’s thesis), Yeditepe University, İstanbul.
  • Asık, Z., & Ozen, M. (2019). Meta-Analysis Steps and Reporting. Turkish Journal of Family Medicine and Primary Care, 13 (2), 232-240.
  • *Avsaroglu, S., & Mistan, B. (2018). Investigation of job satisfaction and burnout levels of teachers working at private educational institutions] Turan-Sam, 37, p.102-112.
  • Aydın, A., Uysal, S., & Sarıer, Y. (2012). The effect of gender on job satisfaction of teachers: a meta-analysis study. Procedia-Social and Behavioral Sciences, 46, 356-362.
  • Aytac, T. (2015) The Effect of Gender on Teachers’ Job Satisfaction: A Meta-analysis. Anthropologist, 20(3) 385-396.
  • *Bayraktar, H. V., & Guney, B. (2016). Examination of Job Satisfaction of the Medical Vocational High School Teachers. Journal of Education and Training Studies. Vol. 4, No. 4, p.228-236.
  • Begg, C.B., & J.A. Berlin. (1988). Publication bias: A problem in interpreting medical data (with discussion). Journal of the Royal Statistical Society Series, 151(2): 419–463.
  • *Bil, E. (2018). The relationship between the concepts of learning organization, organizational trust and job satisfaction of high schools. (Unpublished doctoral thesis). Ankara University, Ankara.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex-UK: John Wiley & Sons Ltd.
  • Bracey, G. (2002). The war against America’s public schools: Privatizing schools, commercializing education. Boston: Allyn & Bacon.
  • Buka, M., &Bilgic, R. (2010). Public and private schoolteachers' differences in terms of job attitudes in Albania, International Journal of Psychology, 45, 3, 232-239.
  • *Bulu, B. (2016). The comparison of job satisfaction levels for the teachers working in private and public specıal educatıon institutions. (Unpublished master’s thesis). İstanbul Aydın University, İstanbul.
  • Card, N. A. (2012). Applied meta-analysis for social science research. New York: The Guilford Press.
  • *Ceyhun, A. T. (2009). Job stress, perceived social support and job satisfaction in teachers working with children with mentally handicapped children. (Unpublished master’s thesis). Abant İzzet Baysal University, Bolu.
  • Crossman, A., & Harris, P. (2006). Job satisfaction of secondary school teachers. Educational Management Administration & Leadership, 34(1), 29-46.
  • Cumming, G. (2012). Understanding the new statistics. New York: Routledge, Taylor and Francis Group.
  • *Celik, B. (2010). The job satisfaction level of the physical education teachers working in private and public schools. (Unpublished master’s thesis). Gazi University, Ankara.
  • * Cıtak, M. A., Koldere, Yasemin, Unsar, S., & Ergin, G. (2008). A research determining of the job satisfaction level of the teachers who work at public and private elementary schools within Istanbul. Trakya Universitesi Sosyal Bilimler Dergisi, Cilt 10, Sayı 2, 173-189.
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  • Green, F., Machin, S., Murphy, R., & Zhu, Y. (2008). Competition for private and state school teachers. Journal of Education and Work, 21:5, 383-404.
  • Herzberg, F., Mausner, B., & Snyderman, B. B. (1959). The motivation to work (2nd ed.). New York: John Wiley & Sons.
  • Hean, S., & Garrett, R. (2001). Sources of job satisfaction in science secondary school teachers in Chile. Compare, 31, 363-379.
  • *Kagan, M. (2005). Research on school counselors job satisfactions working at state and private elemantary school, and guidance and research centers in Ankara. (Unpublished master’s thesis). Ankara University, Ankara.
  • *Karaca, B. (2007). A comparison of the levels of the job satisfaction for the teachers of physical education who work at private and goverment primary and secondary schools in Ankara. (Unpublished master’s thesis). Ankara University, Ankara.
  • * Karaca, B.,& Balcı, V. (2011). A comparison of the levels of the job satisfaction for the teachers of physical education who work at private and government primary and secondary schools in Ankara, Spormetre Physical Education ve Spor Sciences Journal, IX (1), 33-40.
  • * Karademir, N. (2017). An analysis for the job satisfaction levels of the geography teachers. Sakarya University Journal of Education, 6/2, p.108-122.
  • * Karakose, T.,& Kocabas, I. (2006). The effect of teachers’ expectations on job satisfaction and motivation ın private and public schools, Journal of Theory and Practice in Education, 2 (1): 3-14.
  • *Konan, E. (2018). An investigation of secondary science teachers’ job satisfactions and self-efficacy levels in working public and private schools. (Unpublished master’s thesis). Marmara University, İstanbul.
  • Lee, V. E., Dedrick, R. F., & Smith, J. B. (1991). The Effect of the Social Organization of Schools on Teachers’ Efficacy and Satisfaction. Sociology of Education, 64:190-208.
  • Levin, H. M. (2001). Privatizing education: Can the marketplace deliver choice, efficiency, equity, and social cohesion. Boulder, CO: Westview Press.
  • Lipsey, M. W., &Wilson, D. B. (2001). Practical meta-analysis. California: Sage Publications.
  • Lopes, J., & Oliveira, C. (2020) Teacher and school determinants of teacher job satisfaction: a multilevel analysis. School Effectiveness and School Improvement, Retrieved from https://doi.org/10.1080/09243453.2020.1764593.
  • Markovits, Y., Davis, Ann J., Fay, D., & Dick, R. (2010). The Link Between Job Satisfaction and Organizational Commitment: Differences Between Public and Private Sector Employees. International Public Management Journal, 13:2, 177-196.
  • * Mirzeoglu, N., Edis, D., M. Cetinkanat, A.C.P., & Erdogan, S. (1997). Job satisfaction of physical education teachers working in public and private schools. Spor Bilimleri Dergisi, Sayı:33, 239-262.
  • National Center for Education Statistics (NCES). (1997). Job Satisfaction Among America’s Teachers: Effects of Workplace Conditions, Background Characteristics, and Teacher Compensation, Statistical Analysis Report, U.S. Department of Education Office of Educational Research and Improvement.
  • OECD. (2014). TALIS 2013 Results: An International Perspective on Teaching and Learning, OECD Publishing, Paris.
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  • *Orhan, N. (2013). Job satisfaction and occupational attitude levels of trainee teachers. (Unpublished master’s thesis). Dokuz Eylul University, Izmir.
  • *Ozdayı, O. (1990). Comparative analysis of job satisfaction and job stresses of teachers working in public and private high schools. (Unpublished doctoral thesis). İstanbul University, İstanbul.
  • *Ozdol, M. F. (2008). In high schools’ education physics teachers’ who work in Konya motivation and their job satisfaction. (Unpublished master’s thesis). Selcuk University, Konya.
  • *Ozen, Y. (2011). Research on School Counselors’ Job Satisfactions. Turkish Journal of Business Ethics, Vol. 4, No. 7, p. 77-92.
  • Papanastasiou, E. C., & Zembylas, M. (2005). Job satisfaction variance among public and private kindergarten school teachers in Cyprus. International Journal of Educational Research, 43, 147–167.
  • Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences. MA- USA: Blackwell Publishers Ltd.
  • Pigott, T. D. (2012). Advances in Meta-Analysis. Springer publication, London.
  • Shann, M. (1998). Professional commitment and satisfaction among teachers in urban middle schools. The Journal of Educational Research, 92, 67-73.
  • *Sicim, D. (2007). Job satisfaction of teachers in primary school in Istanbul Buyukcekmece. (Unpublished master’s thesis). Beykent University, İstanbul.
  • *Sinan, L. (2008). Comparing the levels of job satisfaction of second ranked branch teachers in public and private elementary schools (A case of Sarıyer district)]. (Unpublished master’s thesis). Beykent University, Istanbul.
  • Small, C. (2020). Comparison of Public and Private School Teachers' Job Satisfaction When Controlling for Policy Perspectives, Individual, and Workplace Characteristics. Doctor of Education in Educational Leadership for Learning Dissertations. 24. Retrieved from https://digitalcommons.kennesaw.edu/educleaddoc_etd/24, 24.06.2020.
  • *Sonmezer, M. G. and Eryaman, M. Y. (2008). A comparative analysis of job satisafction levels of public and private school teachers. Journal of Theory and Practice in Education, 4 (2), 189-212.
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  • *Sungu, H., Ilgan, A., Parylo, O., & Erdem, M. (2014). Examining Teacher Job Satisfaction and Principals’ Instructional Supervision Behaviours: A Comparative Study of Turkish Private and Public School Teachers. Alberta Journal of Educational Research, Vol. 60, No. 1, 98-118.
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  • *Yapicikardesler, E. (2007). The relationship between the value preferences and job satisfaction of teachers. (Unpublished master’s thesis). Yeditepe University, İstanbul.
  • Yaramıs, M., & Cinkir, S. (2014). The Relationship between Job Satisfaction and Organizational Commitment of Administrative Staff Working at Ankara University. Mehmet Akif Ersoy University Journal of Education Faculty, Vol. 31, 42-66.
  • *Yıldırım, O. (2016). The relation between preschool teacher's job satisfaction and classroom management skills case of Basaksehir and Kucukcekmece districts. (Unpublished master’s thesis). Istanbul University, İstanbul.
  • *Yılmaz, S. (2012). [A research in Kayseri about job satisfaction, organizational justice perception and organizational citizenship behaviors of teachers. Social Sciences Publication, Vol: 33, p.239-262.
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  • Zembylas, M., & Papanastasiou, E. (2004). Job satisfaction among school teachers in Cyprus. Journal of Educational Administration, 42, 357–374.
Toplam 88 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Tufan Aytac Bu kişi benim 0000-0002-6103-3530

Yayımlanma Tarihi 30 Eylül 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 20 Sayı: 89

Kaynak Göster

APA Aytac, T. (2020). The Effects of Working in Public or Private Schools on Job Satisfaction of Teachers in Turkey: A Meta-Analysis Study. Eurasian Journal of Educational Research, 20(89), 179-200.
AMA Aytac T. The Effects of Working in Public or Private Schools on Job Satisfaction of Teachers in Turkey: A Meta-Analysis Study. Eurasian Journal of Educational Research. Eylül 2020;20(89):179-200.
Chicago Aytac, Tufan. “The Effects of Working in Public or Private Schools on Job Satisfaction of Teachers in Turkey: A Meta-Analysis Study”. Eurasian Journal of Educational Research 20, sy. 89 (Eylül 2020): 179-200.
EndNote Aytac T (01 Eylül 2020) The Effects of Working in Public or Private Schools on Job Satisfaction of Teachers in Turkey: A Meta-Analysis Study. Eurasian Journal of Educational Research 20 89 179–200.
IEEE T. Aytac, “The Effects of Working in Public or Private Schools on Job Satisfaction of Teachers in Turkey: A Meta-Analysis Study”, Eurasian Journal of Educational Research, c. 20, sy. 89, ss. 179–200, 2020.
ISNAD Aytac, Tufan. “The Effects of Working in Public or Private Schools on Job Satisfaction of Teachers in Turkey: A Meta-Analysis Study”. Eurasian Journal of Educational Research 20/89 (Eylül 2020), 179-200.
JAMA Aytac T. The Effects of Working in Public or Private Schools on Job Satisfaction of Teachers in Turkey: A Meta-Analysis Study. Eurasian Journal of Educational Research. 2020;20:179–200.
MLA Aytac, Tufan. “The Effects of Working in Public or Private Schools on Job Satisfaction of Teachers in Turkey: A Meta-Analysis Study”. Eurasian Journal of Educational Research, c. 20, sy. 89, 2020, ss. 179-00.
Vancouver Aytac T. The Effects of Working in Public or Private Schools on Job Satisfaction of Teachers in Turkey: A Meta-Analysis Study. Eurasian Journal of Educational Research. 2020;20(89):179-200.