Investıgating the relatıonship between job crafting and job satisfaction among language teachers in private k- 8 schools in southern turkey
Yükleniyor...
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
çağ Üniversitesi / Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
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.
