Neoklasik yaklaşım temelinde öğretmenlerin pozitif psikolojik sermaye algısı ile iş hayatı mutluluk ilişkisinin incelenmesi (Kırklareli ili örneği)
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Dosyalar
Tarih
2023
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Yayıncı
Trakya Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı; öğretmenlerin pozitif psikolojik sermaye yeterlik algıları ile iş hayatı mutluluğu değişkenlerinin ilişkisinin incelenmesi ve bu değişkenlerin belirlenen demografik özellikler bakımından irdelenmesidir. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırma istatistiksel açıdan sonuçları özetle: Öğretmenlerin pozitif psikolojik sermaye yeterlik algılarının ‘Çok İyi’ olduğu görülmüştür. Öğretmenlerin pozitif psikolojik sermaye algısı, cinsiyete göre erkek öğretmenlerde kadın öğretmenlerden anlamlı olarak daha yüksek; yaşa göre 51-65 yaş aralığındaki öğretmenlerde 31-50 yaş aralığındaki öğretmenlere göre anlamlı olarak daha yüksek; deneyim süresine göre 25 yıl üzeri deneyime sahip öğretmenlerde 0-10 yıl ve 11-25 yıl deneyime sahip öğretmenlere göre anlamlı olarak daha yüksek çıkmıştır. Öğretmenlerin iş hayatlarında ‘Mutlu’ oldukları görülmüştür. İş hayatı mutluluk boyutları arasında terfi ve adil ödüllendirme konularını içeren ‘İş Yeri Kaynaklı Mutluluk’ aritmetik ortalaması diğer boyutlara göre daha düşük çıkmıştır. Çalışılan okul düzeyine göre okulöncesi düzeyinde çalışan öğretmenlerin ortaokul ve lise düzeyinde çalışan öğretmenlere göre İlkokul düzeyinde çalışan öğretmenlerin lise düzeyinde çalışan öğretmenlere göre ortaokul düzeyinde çalışan öğretmenlerin ise lise düzeyinde çalışan öğretmenlere göre iş hayatlarında anlamlı olarak daha mutlu olduğu görülmüştür. Öğretmenlerin pozitif psikolojik sermaye yeterlik algısı ile iş hayatı mutluluk düzeyleri arasında istatistiksel açıdan orta düzeyde ve anlamlı olarak pozitif bir ilişki saptanmış olmakla birlikte basit doğrusal regresyon analizi sonuçlarına göre de öğretmenlerin pozitif psikolojik sermaye yeterlik algılarının, iş hayatı mutluluğunu %16,64 oranında yordadığı sonucuna ulaşılmıştır.
The purpose of this study is to examine the relationship between teachers' positive psychological capital efficacy perceptions and work life happiness variables and to examine these variables in terms of demographic characteristics. Relational screening model was used in the study. The results of the research are summarised statistically: Teachers' positive psychological capital efficacy perceptions were found to be 'Very Good'. Teachers' positive psychological capital perception was significantly higher in male teachers than in female teachers according to gender; significantly higher in teachers aged 51-65 years than in teachers aged 31-50 years according to age; significantly higher in teachers with more than 25 years of experience than in teachers with 0-10 years and 11-25 years of experience according to length of experience. It was observed that teachers were 'happy' in their professional lives. Among the dimensions of work life happiness, the arithmetic mean of 'Workplace Based Happiness', which includes promotion and fair rewarding, was lower than the other dimensions. According to the school level, it was observed that teachers working at preschool level were significantly happier in their professional lives than teachers working at middle school and high school level, teachers working at primary school level were significantly happier than teachers working at high school level, and teachers working at middle school level were significantly happier than teachers working at high school level. Although a statistically moderate and significant positive relationship was found between teachers' positive psychological capital efficacy perception and work life happiness levels, according to the results of simple linear regression analysis, it was concluded that teachers' positive psychological capital efficacy perception predicted work life happiness by 16.64%.
The purpose of this study is to examine the relationship between teachers' positive psychological capital efficacy perceptions and work life happiness variables and to examine these variables in terms of demographic characteristics. Relational screening model was used in the study. The results of the research are summarised statistically: Teachers' positive psychological capital efficacy perceptions were found to be 'Very Good'. Teachers' positive psychological capital perception was significantly higher in male teachers than in female teachers according to gender; significantly higher in teachers aged 51-65 years than in teachers aged 31-50 years according to age; significantly higher in teachers with more than 25 years of experience than in teachers with 0-10 years and 11-25 years of experience according to length of experience. It was observed that teachers were 'happy' in their professional lives. Among the dimensions of work life happiness, the arithmetic mean of 'Workplace Based Happiness', which includes promotion and fair rewarding, was lower than the other dimensions. According to the school level, it was observed that teachers working at preschool level were significantly happier in their professional lives than teachers working at middle school and high school level, teachers working at primary school level were significantly happier than teachers working at high school level, and teachers working at middle school level were significantly happier than teachers working at high school level. Although a statistically moderate and significant positive relationship was found between teachers' positive psychological capital efficacy perception and work life happiness levels, according to the results of simple linear regression analysis, it was concluded that teachers' positive psychological capital efficacy perception predicted work life happiness by 16.64%.
Açıklama
Anahtar Kelimeler
Neoklasik yaklaşım, İş hayatında mutluluk, Pozitif psikolojik sermaye, Öğretmen, Neoclassical approach, Happiness in business life, Positive psychological capital
