Investıgating the relatıonship between job crafting and job satisfaction among language teachers in private k- 8 schools in southern turkey

Abstract

This study aims to explore the relationship between job crafting and job satisfaction in K8 private schools among English language teachers in southern Turkey. A total of 114 ELT teachers participated in the study, which utilized a mixed-method research design that incorporated both quantitative and qualitative approaches. At first, surveys were used to gather demographic information, utilizing the Job Crafting Scale by Tims and Bakker (2012), and the Teacher Job Satisfaction Questionnaire by Lester (1997). After the survey, a series of semi-structured interviews were carried out with a selected group of 10 teachers. The purpose was to further explore their experiences and gain more insightful information. The study with the results obtained from quantitative data found that teachers who engaged in more job-crafting behaviours reported higher levels of job satisfaction regardless of demographic factors, including age, gender, type of school, employment type, and work experience. Furthermore, the results were reinforced by qualitative data, which underlined that teachers who were able to adapt their duties and worked in flexible environments noted higher levels of job satisfaction. However, successful job crafting was limited by obstacles such as centralized decision-making processes and standardized lesson plans, especially in chain private schools. Overall, the study highlights the significance of creating a supportive environment that encourages job crafting in order to boost job satisfaction among ELT teachers. It is suggested that school administrators should actively engage teachers in decision-making processes and customize professional development programs to address their requirements. Implementing

these strategic actions can ultimately result in increased teacher satisfaction and improved educational outcomes for students.