Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2021, Cilt: 50 Sayı: 232, 33 - 50, 24.11.2021
https://doi.org/10.37669/milliegitim.720609

Öz

The aim of this research is to study the relationships amongst emotional labor, job characteristics and work related flow variables according to teachers' views. In this context, views of 400 teachers selected by stratified sampling method among 1130 teachers working in primary and secondary schools in Elbistan district of Kahramanmaras were consulted. In order to collect research data, Teacher Emotional Labor Scale (TELS) developed by Cukur (2009), Job Diagnostic Scale (JDS) developed by Hackman and Oldham (1975) and Work Related Flow Inventory (WOLF) developed by Bakker (2008) were used. After the validity and reliability procedures were applied, correlation, regression and mediation analyses were made. The results show that deep acting has positive, low level, significant correlational relationship between job characteristics, and positive, medium level, significant correlational relationship between work related flow. A positive, medium level and significant correlational relationship was found between job characteristics and work related flow. In addition, it was observed that job characteristics did not predict any dimensions of emotional labor; but did so in terms of work related flow. In addition, it was found that work related flow predicted surface and deep acting. It was determined that there was no mediation effect of work related flow in prediction of emotional labor levels of participants by job characteristics.

Kaynakça

  • Ashforth, B.E., & Humphrey, R.H. (1993). Emotional labor in service roles: The influence of identity. Academy of Management, 18(1), 88-115.
  • Ay Kaymak, K. (2018). Örgüt ikliminin duygusal emek üzerine etkisi: Konya bankacılık sektöründe karşılaştırmalı bir araştırma (Yüksek lisans tezi), Selçuk Üniversitesi, Konya.
  • Bakker, A.B. (2008). The work-related flow inventory: Construction and initial validation of the WOLF. Journal of Vocational Behavior, 72, 400–414.
  • Balcı, A. (2016). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler (12. bs.). Ankara: Pegem.
  • Baron, R.M., & Kenny, D.A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
  • Basım, N., Begenirbaş, M. ve Can Yalçın, R. (2013). Öğretmenlerde kişilik özelliklerinin duygusal tükenmeye etkisi: Duygusal emeğin aracılık rolü. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1477-1496.
  • Begenirbaş, M. ve Meydan, C.H. (2012). Duygusal emeğin örgütsel vatandaşlık davranışıyla ilişkisi: Öğretmenler üzerinde bir araştırma. Gazi Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi 14(3), 159-181.
  • Bennett, R. (1994). Organizational behavior (2nd ed.). London: Pitman.
  • Bilgiç, R. (2008). İş özellikleri kuramı: Geniş kapsamlı gözden geçirme. Türk Psikoloji Dergisi, 11(22), 66-77.
  • Bono, J.E., & Vey, M.A. (2005). Toward understanding emotional management at work: A quantitative review of emotional labor research. In C.E.J. Härtel, W.J. Zerbe, & N.M. Ashkanasy (Eds.), Emotions in Organizational behavior (pp. 213-234). London: Lawrence, Erlbaum Associates.
  • Brotheridge, C.M. ve Grandey, A.A. (2002). Emotional labor and burnout: Comparing two perspectives of people work. Journal of Vocational Behavior, 60(1), 17-39.
  • Brotheridge, C.M., & Lee, R.T. (2010). Development and validation of the emotional labour scale. Journal of Occupational and Organizational Psychology, 76, 365-379.
  • Büyükgöze, H. ve Özdemir, M. (2017). Doyumu ile öğretmen performansı ilişkisinin duygusal olaylar kuramı çerçevesinde incelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 312-325.
  • Büyükoğlu, H. (2015). Okul müdürlerinin okul içi akış deneyimlerinin incelenmesi (Doktora tezi), Eskişehir Osmangazi Üniversitesi, Eskişehir.
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. Ankara: Pegem.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz Ş. ve Demirel, F. (2013). Bilimsel araştırma yöntemleri (14. bs.). Ankara: Pegem.
  • Chen, K.C., & Chiu, Y.J. (2018). factors affecting job characteristics on emotional labor toward work adjustment in environmental protection industry: An empirical study. Ekoloji, 27(106), 155-161.
  • Chu, K.H.L. (2002). The effects of emotional labor on employee work outcomes (Doctoral dissertation). Virginia Polytechnic Institute and State University, Blacksburg.
  • Cook, A.L. (2008). Job satisfaction and job performance: Is the relationship spurious? (Master thesis). Texas A&M University, Texas.
  • Crawford E.R., LePine J.A., & Rich, B.L. (2010). Linking job demands and resources to employee engagement and burnout: A theoretical extension and meta-analytic test. Journal of Applied Psychology, 95,834–848.
  • Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass.
  • Csikszentmihalyi, M. (1990/2018). Mutluluk bilimi: Akış (2. bs.). Ankara: Buzdağı.
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  • Çukur, C.Ş. (2009). Development of the teacher emotional labor scale (TELS): Validity and reliability. Educational Sciences: Theory and Practice, 9(2), 559-574.
  • Demerouti, E. (2006). Job characteristics, flow and performance: The moderating role of conscientiousness. Journal of Occupational Health Psychology, 11, 266–280.
  • Demirbaş, H.T. (2008). İş özellikleri algısının iş bütünleşmesi üzerindeki etkisi: İDO A.Ş.’de bir uygulama (Yüksek lisans tezi). İstanbul Üniversitesi, İstanbul.
  • Eisenberger, R., Jones, J.R., Stinglhamber, F., Shanock, L., & Randall A.T. (2005). Flowexperiences at work: For high need achievers alone? Journal of Organizational Behavior, 26, 755–775.
  • Ekvall, G. (1996). Organizational climate for creativity and innovation. European Journal of Work and Organizational Psychology, 5(1), 105-123.
  • Ertürk, A., Keskinkılıç Kara, S.B. ve Zafer Güneş, D. (2016). Duygusal emek ve psikolojik iyi oluş: Bir yordayıcı olarak yönetsel destek algısı. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(4), 1723-1744.
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ÖĞRETMEN GÖRÜŞLERİNE GÖRE DUYGUSAL EMEK, İŞ ÖZELLİKLERİ VE İŞ AKIŞI ARASINDAKİ İLİŞKİLER ÜZERİNE BİR ALAN ARAŞTIRMASI

Yıl 2021, Cilt: 50 Sayı: 232, 33 - 50, 24.11.2021
https://doi.org/10.37669/milliegitim.720609

Öz

Bu araştırmanın amacı duygusal emek, iş özellikleri ve iş akışı değişkenleri arasındaki ilişkileri öğretmen görüşlerine göre incelemektir. Bu kapsamda Kahramanmaraş ilinin Elbistan ilçesindeki ilk ve ortaokullarda görev yapan 1130 öğretmen arasından tabakalı örnekleme yöntemiyle seçilen 400 öğretmenin görüşlerine başvurulmuştur. Araştırma verilerinin toplanması için Çukur (2009) tarafından geliştirilen Öğretmenlerde Duygusal İşçilik Ölçeği (ÖDİÖ), Hackman ve Oldham (1975) tarafından geliştirilen İş Tanımlama Ölçeği (İTÖ) ve Bakker (2008) tarafından geliştirilen İş Akışı Ölçeği (İAÖ) kullanılmıştır. Geçerlik ve güvenirlik işlemlerinin ardından ilişki, yordayıcılık ve aracılık analizleri yapılmıştır. Sonuçlar derinden davranışla iş özelliklerinin pozitif yönlü ve düşük düzeyde, iş akışının pozitif yönlü ve orta düzeyde anlamlı bir ilişkisi olduğunu göstermektedir. İş özellikleri ve iş akışı arasında pozitif yönlü, orta düzeyde ve anlamlı bir ilişki saptanmıştır. Ayrıca iş özelliklerinin, duygusal emeğin boyutlarından hiçbirini yordamağını; ancak iş akışını yordadığı görülmüştür. Bununla birlikte iş akışının yüzeysel ve derinden davranışı yordadığı da belirlenmiştir. İş özelliklerinin katılımcıların duygusal emek düzeylerini yordamasında iş akışının herhangi bir aracılığının bulunmadığı saptanmıştır.

Kaynakça

  • Ashforth, B.E., & Humphrey, R.H. (1993). Emotional labor in service roles: The influence of identity. Academy of Management, 18(1), 88-115.
  • Ay Kaymak, K. (2018). Örgüt ikliminin duygusal emek üzerine etkisi: Konya bankacılık sektöründe karşılaştırmalı bir araştırma (Yüksek lisans tezi), Selçuk Üniversitesi, Konya.
  • Bakker, A.B. (2008). The work-related flow inventory: Construction and initial validation of the WOLF. Journal of Vocational Behavior, 72, 400–414.
  • Balcı, A. (2016). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler (12. bs.). Ankara: Pegem.
  • Baron, R.M., & Kenny, D.A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
  • Basım, N., Begenirbaş, M. ve Can Yalçın, R. (2013). Öğretmenlerde kişilik özelliklerinin duygusal tükenmeye etkisi: Duygusal emeğin aracılık rolü. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1477-1496.
  • Begenirbaş, M. ve Meydan, C.H. (2012). Duygusal emeğin örgütsel vatandaşlık davranışıyla ilişkisi: Öğretmenler üzerinde bir araştırma. Gazi Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi 14(3), 159-181.
  • Bennett, R. (1994). Organizational behavior (2nd ed.). London: Pitman.
  • Bilgiç, R. (2008). İş özellikleri kuramı: Geniş kapsamlı gözden geçirme. Türk Psikoloji Dergisi, 11(22), 66-77.
  • Bono, J.E., & Vey, M.A. (2005). Toward understanding emotional management at work: A quantitative review of emotional labor research. In C.E.J. Härtel, W.J. Zerbe, & N.M. Ashkanasy (Eds.), Emotions in Organizational behavior (pp. 213-234). London: Lawrence, Erlbaum Associates.
  • Brotheridge, C.M. ve Grandey, A.A. (2002). Emotional labor and burnout: Comparing two perspectives of people work. Journal of Vocational Behavior, 60(1), 17-39.
  • Brotheridge, C.M., & Lee, R.T. (2010). Development and validation of the emotional labour scale. Journal of Occupational and Organizational Psychology, 76, 365-379.
  • Büyükgöze, H. ve Özdemir, M. (2017). Doyumu ile öğretmen performansı ilişkisinin duygusal olaylar kuramı çerçevesinde incelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 312-325.
  • Büyükoğlu, H. (2015). Okul müdürlerinin okul içi akış deneyimlerinin incelenmesi (Doktora tezi), Eskişehir Osmangazi Üniversitesi, Eskişehir.
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. Ankara: Pegem.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz Ş. ve Demirel, F. (2013). Bilimsel araştırma yöntemleri (14. bs.). Ankara: Pegem.
  • Chen, K.C., & Chiu, Y.J. (2018). factors affecting job characteristics on emotional labor toward work adjustment in environmental protection industry: An empirical study. Ekoloji, 27(106), 155-161.
  • Chu, K.H.L. (2002). The effects of emotional labor on employee work outcomes (Doctoral dissertation). Virginia Polytechnic Institute and State University, Blacksburg.
  • Cook, A.L. (2008). Job satisfaction and job performance: Is the relationship spurious? (Master thesis). Texas A&M University, Texas.
  • Crawford E.R., LePine J.A., & Rich, B.L. (2010). Linking job demands and resources to employee engagement and burnout: A theoretical extension and meta-analytic test. Journal of Applied Psychology, 95,834–848.
  • Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass.
  • Csikszentmihalyi, M. (1990/2018). Mutluluk bilimi: Akış (2. bs.). Ankara: Buzdağı.
  • Çıngı, H. (1994). Örnekleme kuramı (2. bs.). Ankara: Hacettepe Üniversitesi.
  • Çukur, C.Ş. (2009). Development of the teacher emotional labor scale (TELS): Validity and reliability. Educational Sciences: Theory and Practice, 9(2), 559-574.
  • Demerouti, E. (2006). Job characteristics, flow and performance: The moderating role of conscientiousness. Journal of Occupational Health Psychology, 11, 266–280.
  • Demirbaş, H.T. (2008). İş özellikleri algısının iş bütünleşmesi üzerindeki etkisi: İDO A.Ş.’de bir uygulama (Yüksek lisans tezi). İstanbul Üniversitesi, İstanbul.
  • Eisenberger, R., Jones, J.R., Stinglhamber, F., Shanock, L., & Randall A.T. (2005). Flowexperiences at work: For high need achievers alone? Journal of Organizational Behavior, 26, 755–775.
  • Ekvall, G. (1996). Organizational climate for creativity and innovation. European Journal of Work and Organizational Psychology, 5(1), 105-123.
  • Ertürk, A., Keskinkılıç Kara, S.B. ve Zafer Güneş, D. (2016). Duygusal emek ve psikolojik iyi oluş: Bir yordayıcı olarak yönetsel destek algısı. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(4), 1723-1744.
  • Franke, G.R. (2010). Multicollinearity. In J. Sheth and N. Malhotra (Eds.), Wiley International encyclopedia of marketing (pp. XX-XX), John Wiley, & Sons.
  • Fullagar, C.J., & Kelloway, E.K. (2009). Flow at work: An experience sampling approach. Journal of Occupational and Organizational Psychology, 82, 595-615.
  • Gardner W.L., Fischer, D., & Hunt, J.G.(J.) (2009). Emotional labor and leadership: A threat to authenticity? The Leadership Quarterly, 20(3), 466-482.
  • Ghani, J., & Deshpande, S.P. (2013). Task characteristics and the experience of optimal flow in human-computer interaction. The Journal of Psychology 128(4), 381-391.
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  • Hoffmann, E.A. (2016) Emotions and emotional labor at worker-owned businesses: Deep acting, surface acting, and genuine emotions. The Sociological Quarterly, 57(1), 152-173.
  • Hoy, W.K., & Miskel, C.G. (2015). Eğitim yönetimi: Teori, araştırma ve uygulama (Çev. Ed. S. Turan). Ankara: Nobel.
  • Iwu, C.G., Ezeuduji, I.O., Iwu, I.C., Ikebuaku, K., & Tengeh, R.K. (2018). Achieving quality education by understanding teacher job satisfaction determinants. Social Sciences, 7(2), 1-13.
  • Jiang, X., Jiang, Z., & Park, D.S. (2013). Emotional labor strategy and job satisfaction: A Chinese perspective. Social Behavior and Personality, 41(6), 933-938.
  • Kaşlı, M. (2007). İş özellikleri modelinin otel işletmelerinde uygulanabilirliğine yönelik bir araştırma. Doğuş Üniversitesi Dergisi, 8(2), 159-174.
  • Kulik, C.T., Oldham, G.R., & Hackman, J.R. (1987). Work design as an approach to person-environment fit. Journal of Vocational Behavior, 31, 278-296.
  • Lauermann, F. (2014). Teacher responsibility from the teacher's perspective. International Journal of Educational Research, 65, 75-89.
  • Lawler, E.E., & Hall, D.T. (1970). Relationship of job characteristics to job involvement, satisfaction, and intrinsic motivation. Journal of Applied Psychology, 54(4), 305–312.
  • Le Roux, A. (2005). Job demands, job resources and work-related flow of employees in the mining industry in South Africa (Master thesis). North-West University, Potchefstroom.
  • Lee, Y.H., & Chelladurai, P. (2016) Affectivity, emotional labor, emotional exhaustion, and emotional intelligence in coaching. Journal of Applied Sport Psychology, 28(2), 170-184.
  • Leithwood, K., Sun, J., & Schumacker, R. (2019). How school leadership influences student learning: A test of "the four paths model”. Educational Administration Quarterly, 1-30.
  • Llorens, J., & Battaglio, R.P.Jr. (2010). Human resources management in a changing world: Reassessing public human resources management education. Review of Public Personnel Administration, 30(1), 112–132.
  • Loher, B.T., Noe, R.A., Moeller, N.L., & Fitzgerald, M.P. (1985). A meta-analysis of the relation of job characteristics to job satisfaction. Journal of Applied Psychology, 70(2), 280–289.
  • Maeran, R., & Cangiano, F. (2013). Flow experience and job characteristics: Analyzing the role of flow in job satisfaction. TPM-Testing, Psychometrics, Methodology in Applied Psychology, 20(1), 13–26.
  • Maslow, A.H. (1970). Religions, values and peak experiences. New York: Penguin.
  • Massimini, F., & Carli, M. (1988). The systematic assessment of flow in daily experience. In M. Csikszentmihalyi, & I.S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 266-287). Cambiridge: Cambridge University.
  • Mavi, D. (2015). Öğretmen görüşlerine göre duygusal emek, iş özellikleri ve iş akışı arasındaki ilişki: Elbistan ilçesi örneği (Yüksek lisans tezi). Zirve Üniversitesi, Gaziantep.
  • Mavi, D. (2020). Yönetici rolleri, örgüt iklimi ve duygusal emek arasındaki ilişkilere yönelik öğretmen görüşleri. (Yayınlanmamış doktora tezi). Hacettepe Üniversitesi, Ankara.
  • Mavi, Y. (2016). Duygusal emek: Etkilediği ve etkilendiği faktörler üzerine bir alan çalışması (Yüksek lisans tezi). Sütçü İmam Üniversitesi, Kahramanmaraş.
  • Metin, M. (2020). Dağ tırmanışı etkinliğinin akış deneyimi bağlamında incelenmesi (Yüksek lisans tezi), Eskişehir Osmangazi Üniversitesi, Eskişehir.
  • Morris, J.A., & Feldman, D.C. (1996). The dimensions, antecedents and consequences of emotional labor. Academy of Management Review, 21(4), 986-1010.
  • Mueller, J.D.K., Rubenstein, A.L., Long, D.M., Odio, M.A., Buckman, B.R., Zhang, Y., & Halvorsen-Ganepola, M.D.K. (2013). A meta-analytic structural model of dispositonal affectivity and emotional labor. Personnel Psychology, 66, 47–90.
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  • Oldham, G.R., & Hackman, J.R. (2005). How job characteristics theory happened. K.G. Smith & M.A. Hitt (Eds.). In Great minds in management: The process of theory development (pp. 151-170). New York: Oxford University.
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  • Pekel, H.N. (2001). İşletmelerde motivasyon-verimlilik ilişkisi: Devlet hava meydanları işletmesi Antalya Havalimanı çalışanları arasında bir örnek olay araştırması (Yüksek lisans tezi). Süleyman Demirel Üniversitesi, Isparta.
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  • Polat, Ş. ve Özdemir, M. (2017). İş özellikleri, iş-yaşam dengesi ve meslekten ayrılma niyeti arasındaki ilişkilerin aday öğretmen görüşlerine göre incelenmesi. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, 7(2), 340-360.
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  • Truta, C. (2014). Emotional labor and motivation in teachers. Social and Behavioral Sciences, 127, 791-795.
  • Visagie, M. (2007). Job characteristics, emotional labour and work-related flow in an insurance industry call centre (Master thesis). North-West University, Potchefstroom.
  • Wang, Y. (2014). A study of authentic leadership adopting the job demands and resources approach in predicting work-related flow and job performance (Master thesis). Lingnan University, Hong Kong.
  • Winograd, K. (2003). The functions of teacher emotions: The good, the bad, and the ugly. Teachers College Record, 105(9), 1641-1673.
  • 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.
  • Xanthopoulou, D., Bakker, A.B. Oerlemans, W.G.M., & Koszucka, M. (2012, April). Recovering from emotional labour: A daily diary study on the role of deep and surface acting. Paper presented at 10th Conference of the European Academy of Occupational Health Psychology.
  • Yeşil, S., ve Mavi, Y. (2018). Duygusal emeğin etkilediği faktörler üzerine bir alan araştırması. Aksaray Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 10(1), 29-44.
  • Yin, H.B., Lee, J.C.K., Zhang, Z.H., & Jin, Y.L. (2013). Exploring the relationship among teachers' emotional intelligence, emotional labor strategies and teaching satisfaction. Teaching and Teacher Education, 35, 137-145.
  • Yugo, J.E. (2009). The role of calling in emotional labor (Doctoral dissertation). Bowling Green State University, Ohio.
  • Zayim Kurtay, M. (2018). İlişkisel yöntem. K. Beycioğlu, N. Özer ve Y. Kondakçı (Ed.), Eğitim yönetiminde araştırma içinde (ss. 267-288). Ankara: Pegem.
  • Zhang, Q., &, Zhu, W. (2008). Exploring emotion in teaching: Emotional labor, burnout, and satisfaction in Chinese higher education. Communication Education 57(1) 105-122.
Toplam 89 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Duran Mavi 0000-0001-7244-6448

Salih Yeşil 0000-0003-3237-2258

Yayımlanma Tarihi 24 Kasım 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 50 Sayı: 232

Kaynak Göster

APA Mavi, D., & Yeşil, S. (2021). ÖĞRETMEN GÖRÜŞLERİNE GÖRE DUYGUSAL EMEK, İŞ ÖZELLİKLERİ VE İŞ AKIŞI ARASINDAKİ İLİŞKİLER ÜZERİNE BİR ALAN ARAŞTIRMASI. Milli Eğitim Dergisi, 50(232), 33-50. https://doi.org/10.37669/milliegitim.720609