A Study on Online EFL Instructors’ Teaching Satisfaction during Pandemic

Yıl 2021, , 1084 - 1097, 21.12.2021

Esra Ece , Semin Kazazoğlu

https://doi.org/10.18009/jcer.1017362

Cited By: 4

Öz

In 2020, institutions had to shift to online education because of the health issues raised globally. Since online education is a complex process, the needs and expectations of instructors also show differences. However, the number of studies focused on English language instructors’ job satisfaction is limited. Therefore, this study aims to find out online instructors’ job satisfaction related to gender, years of teaching experience and the highest educational degree (bachelor, master’s, and doctorate) variables. The sample consists of 218 participants who were selected according to purposive sampling. This study has a quantitative research design. Accordingly, “The Online Instructor Satisfaction Measure-OISM” developed by Bolliger et al. (2014) was used to collect quantitative data. Additionally, factor analysis, internal consistency reliability and normality tests, independent sample t-test, and one-way ANOVA tests were conducted for data analysis. The findings revealed that the mean level of online instructors’ job satisfaction was 89.04. Besides, there were some differences related to gender and the highest educational degree in subscale level.

Anahtar Kelimeler

Online education, EFL instructors, online job satisfaction

Kaynakça

• Arbaugh, J. B. (2001). How instructor immediacy behaviors affect student satisfaction and learning in web-based courses. Business Communication Quarterly, 64(4), 42-54.
• Berbegal-Mirabent, J., Mas-Machuca, M., & Marimon, F. (2018). Is research mediating the relationship between teaching experience and student satisfaction? Studies in Higher Education, 43(6), 973-988.
• Bogg, J., & Cooper, C. L. (1994). An examination of gender differences for job satisfaction, mental health, and occupational stress among senior UK civil servants. International Journal of Stress Management, 1(2), 159-172.
• Bogler, R. (2005). Satisfaction of Jewish and Arab teachers in Israel. The Journal of Social Psychology, 145(1), 19-34.
• Bolliger, D. U., Inan, F. A., & Wasilik, O. (2014). Development and validation of the online instructor satisfaction measure (OISM). Educational Technology& Society, 17(2),183–195.
• Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1),1-6.
• Bullers, S. (1999). Selection effects in the relationship between women's work/family status and perceived control. Family Relations, 181-188.
• Chamberlain, S. A., Hoben, M., Squires, J. E., & Estabrooks, C. A. (2016). Individual and organizational predictors of health care aide job satisfaction in long term care. BMC Health Services Research, 16(1), 1-9.
• Creswell, J.W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches, London: Sage publications.
• Daryanto, E. (2014). Individual characteristics, job characteristics, and career development: a study on vocational school teachers’ satisfaction in Indonesia. American Journal of Educational Research, 2(8), 698–702. https://doi.org/10.12691/education-2-8-20.
• Dodd-McCue, D., & Wright, G. B. (1996). Men, women, and attitudinal commitment: The effects of workplace experiences and socialization. Human relations, 49(8), 1065-1091.
• Gall, M. D., Gall, P. J., & Borg, W. R. (2007). Educational research: An introduction. Boston: Pearson Education, Inc.
• Gay, G. H. (2016). An assessment of online instructor e-learning readiness before, during, and after course delivery. Journal of Computing in Higher Education, 28(2), 199-220.
• Gazza, E. A. (2017). The experience of teaching online in nursing education. Journal of Nursing Education, 56(6), 343-349.
• Guo, S., & Hussey, D. L. (2004). Nonprobability sampling in social work research: Dilemmas, consequences, and strategies. Journal of Social Service Research, 30(3), 1-18.
• Hagedorn, L. S. (2000). Conceptualizing faculty job satisfaction: Components, theories, and outcomes. New Directions for Institutional Research, 27(1), 5-20.
• Hardianto, H., Rugaiyah, R. & Rosyidi, U. (2019). The effect of reward and job satisfaction toward turnover intention of private junior high school teachers. International e-Journal of Educational Studies (IEJES), 3 (6), 128-140. DOI: 10.31458/iejes.544742.
• Herzberg, F. (1987). One more time: How do you motivate employees? Harvard Business Review, 65(5), 109- 120. http://dx.doi.org/10.1007/978-1-349-02701-9_2
• Herzberg, F., Maunser, B. & Snyderman, B. (1959). The motivation to work, New York, NY: John Wiley and Sons Inc.
• Hongying, S. (2007). Literature review of teacher job satisfaction. Chinese Education & Society, 40(5), 11-16.
• Howe, D. L., Chen, H. C., Heitner, K. L., & Morgan, S. A. (2018). Differences in nursing faculty satisfaction teaching online: A comparative descriptive study. Journal of Nursing Education, 57(9), 536-543.
• IBM Corp. Released. (2017). IBM SPSS statistics for windows, version 25.0. Armonk, NY: IBM Corp.
• Kennedy, A. M. (2015). Faculty perceptions of the usefulness of and participation in professional development for online teaching: An analysis of faculty development and online teaching satisfaction. University of Wyoming.
• Kentnor, H. E. (2015). Distance education and the evolution of online learning in the United States. Curriculum and Teaching Dialogue, 17(1), 21-34.
• Kuo, Y. C., Walker, A. E., Belland, B. R., Schroder, K. E., & Kuo, Y. T. (2014). A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments. International Review of Research in Open and Distributed Learning, 15(1), 161-181.
• Murray, J. P., & Cunningham, S. (2004). New rural community college faculty members and job satisfaction. Community College Review, 32(2), 19-38.
• Reilly, J. R., Gallagher-Lepak, S., & Killion, C. (2012). Me and my computer: emotional factors in online learning. Nursing Education Perspectives, 33(2), 100-105.
• Ripki, A., Murni, S., & Wahyudi, M. (2020). Creative thinking of vocational high school teachers: effects of transformational leadership and job satisfaction. International e-Journal of Educational Studies (IEJES), 4 (7), 93-105. DOI: 10.31458/iejes.608021.
• Sanje, G., & Varnali, K. (2014). The effects of teaching style and internet self-efficacy on instructors’ attitudes toward online education in higher education. American International Journal of Contemporary Research, 4(7), 35-43.
• Sloan Consortium. (2002). Quick guide: Pillar reference manual. Needham, MA: Author. Retrieved August 28, 2021, from http://www.sloan-c.org/publications/books/dprm_sm.pdf
• Smedley, J. K. (2010). Modelling the impact of knowledge management using technology. OR Insight, 23, 233–250. DOI:10.1057/ori.2010.11.
• Thompson, D. P., McNamara, J. F., & Hoyle, J. R. (1997). Job satisfaction in educational organizations: A synthesis of research findings. Educational Administration Quarterly, 33(1), 7-37.
• Topchyan, R., & Woehler, C. (2021). Do teacher status, gender, and years of teaching experience impact job satisfaction and work engagement?. Education and Urban Society, 53(2), 119-145.
• Ulmer, L.W., Watson, L.W., & Derby, D. (2007). Perceptions of higher education faculty members on the value of distance education. The Quarterly Review of Distance Education, 8(1), 59–70.
• World Health Organization. Coronavirus disease (COVID-19) outbreak. Available from: https://www.who.int/emergencies/diseases/novel-coronavirus-2019. Accessed 15 Feb 2020.