THE RELATIONSHIP BETWEEN LIFE SATISFACTION LEVELS AND WORK ALIENATION IN PHYSICAL EDUCATION TEACHERS

Yıl 2015, Cilt: 3 Sayı: 2, 0 - 0, 30.12.2015

Hatice Deveci Şirin , Erkan Faruk Şirin

Öz

The purpose of this study is to seek answers to the question “To what extent work alienation variables contribute to predicting life satisfactions of physical education teachers?”. In accordance with the research goals, this study was conducted in the relational survey model, which is one of the quantitative research designs. The research group of the study consists of 179 physical education teachers working at public schools affiliated to the Ministry of National Education. 96 of the physical education teachers who constitute the research group work at primary schools whereas 83 physical education teachers work at middle schools. 25.7 % of the research group (46) are female participants while 74.3 % are male (133).  The teachers participating in the study come from 53 provinces. The data were collected online using the e-questionnaire technique. A personal information form, which was developed by the researchers to collect information about physical education teachers’ genders, ages and seniority, was used as the data collection instrument. In order to determine the life satisfaction levels of the physical education teachers, Life Satisfaction Scale was used whereas in order to determine their work alienation levels Work Alienation Scale was used. In the study, Pearson Product-Moment Correlation Coefficient (r) was used to investigate the relationship between the sub-dimensions of the Work Alienation Scale, namely weakness, meaninglessness, isolation and alienation to school, and the physical education teachers’ life satisfaction scores. On the other hand, Multi-functional Regression Technique was used to determine to what extent the sub-dimensions of the alienation scale predicted the life satisfaction scores of the Physical Education teachers.

According to the findings of the correlation analysis, a medium-level, significant and negative relationship was observed between the life satisfaction scores of the physical education teachers and the sub-dimensions of alienation, namely weakness, meaninglessness, isolation and alienation to school (p<.01). According to the findings of the regression analysis, on the other hand, Work Alienation is a significant predictor of Physical Education Teachers’ life satisfaction levels.  Work alienation, with all of its sub-dimensions (weakness, meaninglessness, isolation and alienation to school) accounts for 34 % of the total variance of Physical Education teachers’ life satisfaction scores. While weakness and alienation to school, which are sub-dimensions of work alienation, makes a significant contribution to prediction according to the results of the t-test, meaninglessness and isolation, which are the other sub-dimensions of work alienation, does not make a significant contribution to the prediction of physical education teachers’ life satisfaction.

According to the results of the study, it can be said that as alienation increases,, life satisfaction decreases. However, work alienation is a significant variable in determining Physical Education teachers’ life satisfaction.

 Keywords: life satisfaction, work alienation, physical education teachers

Kaynakça

• Akıncı, Z. (2002). Factors affecting job satisfaction of workers in the tourism sector: An application in five-star hotels. Econ Admin Sci 4(2): 1-25.
• Aşan, Ö. &Erenler, E. (2008). Relationship between job satisfaction and life satisfaction. Suleyman Demirel University The Journal of Faculty of Economics and Administrative Sciences,13,2,203-216
• Avşaroğlu, S., Deniz, M.E.,& Kahraman, A. (2005). Teknik öğretmenlerde yaşam doyumu iş doyumu ve mesleki tükenmişlik düzeylerinin incelenmesi. S.Ü. Eğitim Fakültesi Dergisi, 14: 115-129 [in Turkish].
• Aysan, F. & Bozkurt, N. (2004). Okul psikolojik danışmanlarının yasam doyumu, stresle başaçıkma stratejileri ile olumsuz otomatik düşünceleri: İzmir ili Örneklemi. XIII. National Educational Sciences Conference, 6-9 July 2004, Inonu University, Faculty of Education, Malatya
• Baltaş. A. & Baltaş, Z. (2002). Stres ve başa çıkma yolları. Remzi Kitabevi, İstanbul, Turkey.
• Bayındır, B. (2002). Relation between professional alienation of high school branch teachers and their behaviors throughout the teaching-learning process. Unpublished Master Dissertation Anadolu University.
• Bradley, J. (1999). Predictors of job satisfaction among residential outdoor teachers. Master Dissertation Indiana University.
• Brigantti, G.J.R. (2004). An evaluation of job satisfaction of public schools physical educators in Puerto Rico. Master Dissertation United States Sports Academy.
• Böhnke, P. (2004). Perceptions of social integration and exclusion in an enlarged Europe. European Foundation for the Improvement of Living and Working Conditions (pp64). Office for Official Publications of the European Commission, Luxembourg.
• Budak, S (2003). Psikoloji sözlüğü. Ankara: Bilim ve Sanat Kitabevi.
• Büyüköztürk, Ş. (2007). Sosyal Bilimler için Veri Analizi El Kitabı İstatistik, Araştırma Deseni SPSS Uygulamaları ve Yorum. Ankara: Pegem Akademi Yayınevi..
• Chan, C.M., Lau, Y.H., & Hui, S.C. (2001). An evaluation of job satisfaction of physical education teachers in Hong Kong. Int Sport J Winter: 60-70.
• Chcako, T.I. (1983). Job and life satisfaction: A casual analysis of their relationships. Acad Manage Rev 6: 163-169.
• Cimete, G., Gencalp, N.S., & Keskin, G. (2003). Quality of life and job satisfaction of nurses. Journal of Nursing Care Quality 18:151-158 [in Turkish].
• Crano, W.D., & Brewer, M.B. (2002). Principles and Methods of Social Research (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
• Çalışır, İ. (2006). Teachers Work Alienation In Elementary School (Bolu Case) Unpublished Master Dissertation . Abant İzzet Baysal University.
• Denhardt, B. (1971). Alienation and the challenge of participation. Pers Admin September- October: 25-32.
• Diener, E., Emmons, R.A., Larsen, R.J. & Griffin, S. (1985). The satisfaction with life scale. J Pers Assess 49:71-75.
• Dockery, A.M. (2003). Happiness, life satisfaction and the role of work: Evidence from two Australian surveys. https://www.melbourneinstitute.com/downloads/hilda/Bibliography/Conference_Papers/Dockery_Happiness,_life_satisfaction_and_the_role_of_work.pdf 10.05.2012
• Dolan, S.L., & Gosselin, E. (2000). Job satisfaction and life satisfaction: Analysis of a reciprocal model with social demographic moderators. J Eco Lit Classific D23, J20, J28.
• Ehrhardt, J.J., Saris, W.E & Veenhoven, R. (2000). Stability of life-satisfaction over time: Analysis of change in ranks in a national population. J Happiness Stud 1(2); 177-205.
• Elma, C. (2003). Teachers Work Alienation in Elementary School (Ankara Case Study). Master Dissertation Ankara University.Ankara.
• Ergun-Özler, N.D.& Özçınar-Dirican, M. (2014). A Research in Order to Determine the Relationship Between Alienation and Burnout Syndrome in the Organization, Dumlupınar University Journal of Social Science, 39, 291-310.
• Erdem, M. (2014). The Level of Quality of Work Life to Predict Work Alienation. Educational Sciences: Theory & Practice, 14(2), 534-544
• Erjem, Y. (2005). Eğitimde yabancılaşma olgusu ve öğretmen: lise öğretmenleri üzerine sosyolojik bir araştırma. Türk Eğitim Bilimleri Dergisi, 3 (4), 395-415.
• Eryılmaz, A., & Burgaz, B., (2011). Levels of Organizational Alienation of Private and Public High School Teachers. Education and Science, 36(161), 271-286.
• European Foundation for the Improvement of Living and Working Conditions (EFILWC) (2005). First European Quality of Life Survey: Life Satisfaction, Happiness and Sense of Belonging. Luxembourg: Office for Official Publications of the European Communities.
• Fejgin, N., Ephraty, N. & Ben-Sira, D. (1995). Work environment and burnout of physical education teachers. J Teach Phys Educ 15(1): 64-78.
• Gencay S (2009). Examination of hopelessness and life satisfaction level of physical educator candidates according to the some variables. Elect J Soci Sci 8(27): 380-388.
• Halaçoğlu, B. (2008). The multi-dimensional examination of the level of professional alienation of the university academic staff (İstanbul province- case study). Master Dissertation. Yeditepe University.İstanbul.
• Haller, M. & Hadler, M. (2006). Is the nation state overtaken? Considerations and facts over the meaningful unit and/or analysis plane in international comparative research. Angewandte Soz 23: 141-61.
• Hardman, K. & Marshall, J. (2000). World-wide survey of the state and status of school physical education. Final report to the International Olympic Committee, University of Manchester, Manchester, UK
• Higgs, C. (1985). Job satisfaction of Canadian university physical education faculty: The influence of work orientation, career stage, role conflict, and role ambiguity. Master Dissertation New Oregon University.Oregon.
• Hirschfeld, R.R. & Field, H.S. (2000). Work centrality and work alienation: distinct aspects of a general commitment to work. J Organ Behav 21(7): 789-800.
• Hutchins, C. & Macdonald, D.(1993). Beginning physical education teachers and early career decision making. Phys Educ Rev,16(2): 151-161.
• Kerski, J.J. (2000). The implementation and effectiveness of geographic information systems technology and methods in secondary education. Ph.D. Dissertation University of Colorado, Boulder.
• Kesik, M.& Cömert, M. (2014). Elementary School Teachers’ Perceptions About Their Work Alienation Levels (The Case Of Malatya). Inonu University Journal of The Faculty of Education. 15,1,27-46
• Kılıç, H. (2009). Alienation in education in terms of various socio-economic variables and teachers. Master Dissertation .Mersin University. Mersin.
• Knoop, R.(1982). Alienated Teacher: A. Profile, Teach Teach Educ 4(3): 1-28.
• Köker, S.(1991). Normal ve Sorunlu Ergenlerin Yaşam Doyumu Düzeylerinin Karşılaştırılması. Master Dissertation Ankara University, Ankara.
• Koustelios, A. & Tsigilis, N. (2005). The relationship between burnout and job satisfaction among physical education teachers: A multivariate approach. Eur Phys Educ Rev 11(2):189-203.
• Lindholm, J.A. (1997). Secondary school physical education teacher motivation: An application of personal investment theory. J Teaching Phys Educ 16: 426-439.
• Macdonald, D. (1995). The role of proletarianization in physical education teacher attrition. Res Q Exerc Sport 66(2): 129-141.
• Marshall, G (1999). A Dictionary of Sociology (Translate: Osman Akınhay, Derya Kömürcü). Ankara: Bilim ve Sanat Kitabevi.
• Marx, K (2003); Alienation, 2. Baskı, Ankara:Sol Yayınevi.
• Melville, D.S., & Maddalozzo, J.G.F. (1988). The effects of a physical educators appearance of body fatness on communicating exercise concepts to high school students. J Teach Phys Educ 7:343-352.
• Meulemann, H. (2001). Life satisfaction from late adolescence to mid-life: The impact of Life success and success evaluation on the life satisfaction of former gymnasium students. J Happiness Stud 2: 445-465.
• Morris, W. (2004). Job satisfaction of community college physical education adjunct faculty: factors influenced by a department chair. Master Dissertation New Mexico University.USA
• Myers, D.G. & Diener, E. (1995). Who is happy? Psychological Sci 6:10-19.
• Natvig, G.K., Albrektsen, G. & Qvarnstrom, U. (2003). Associations between psychosocial factors and happiness amaong school adolescents. Int J Nurs Pract 9: 166-175.
• Olwy, P. & Ralph, M. (1991). The physical education teacher: A compilation of facts and opinion. Br J Phys Educ 22(1): 30-31.
• Özdevecioğlu, M. (2003). İş tatmini ve yaşam tatmini arasındaki ilişkinin belirlenmesine yönelik bir araştırma. Proceedings from CSCL, 11.Ulusal Yönetim ve Organizasyon Kongresi, Afyon, Turkey, Mayıs 22-24.
• Pavot, W. & Diener, E .(1993). Review of the satisfaction with life scales. Psychol Assessment 5: 164-172.
• Peterson, C., Park, N. & Seligman, M.E.P. (2005). Orientations to happiness and life satisfaction: the full life versus the empty life, J Happiness Stud 6:25-41.
• Piccolo, R.F., Judge, T.A., Takahashi, K., Watanabe, N. & Locke, E.A .(2005). Core self-evaluations in Japan: relative effects on job satisfaction, life satisfaction, and happiness. J Organiz Behav 26: 965-984.
• Pillay, H. K., Goddard, R. & Wilss, L. A. (2005). Well-being, burnout and competence: Implications for teachers. Australian Journal of Teacher Education, 30(2), 22-33.
• Sanberk, İ. (2003). Student alienation scale (A validity and reliability study). Master Dissertation Çukurova University, Adana.
• Schultz, D.P. & Schultz, S.E. (1990). Psychology and Industry Today: An Introduction to Industrial and Organizational Psychology, New York: McMillan Publishing.
• Seeman, M .(1959). On the meaning of alienation. Am Sociol Rev 24(6): 783-791.
• Siedentop, D. (1991). Developing teaching skills in physical education. Mountain View, California: Mayfield publishing.
• Smith, D. & Leng, G.W .(2003). Prevalence and sources of burnout in Singapore secondary school physical education teachers. J Teach Phys Educ 22:203-218.
• Suarez, M. J., Zoghbi, M, P. & Lara, M. (2007). The impact of work alienation on organizational citizenship behavior in the Canary Islands. International Journal of Organizational Analysis, 15 (1), 56-76.
• Sünbül, A. M. (2002). Bir meslek olarak öğretmenlik. Öğretmenlik mesleğine giriş in (Edt: Demirel, Özcan ve Kaya, Zeki), 245-276.
• Şimşek, H., Balay, R. & Şimşek, S. (2012). İlköğretim sınıf öğretmenlerinde mesleki yabancılaşma. Eğitim Bilimleri Araştırmaları Dergisi, 2,1,53-72
• Şirin, E.F. (2009). The Search of Physical Education Teachers Work Alienation Level According to Some Variables. Celal Bayar University, Journal of Physical Education and Sport Sciences, 4, 164-177.
• Şirin, E.F. (2012). Job satisfaction and burnout in predicting life satisfaction among elementary physical education teachers in Turkey. Energy Educ Sci Technol Part B 4: 695-708.
• Şişman, M. (2002). Örgütler ve kültürler. Ankara: Pegem A Yayınevi.
• Tokmak, İ. (2014) The Moderating Effect of Psychological Capital In The Relation Between Emotional Labor And Work Alienation. Journal of Business Research-Türk, 6(3), 134-156
• Tsigilis, N., Zachopoulou, E. & Grammatikopoulos, V. (2006). Job satisfaction and burnout among Greek early educators: A comparison between public and private sector employees. Educ Res Rev 11(8): 256-261.
• Ulaş, S.E. (2002). Felsefe sözlüğü. Ankara: Bilim ve Sanat Kitabevi.
• Urick, R.V. (1970). Alienation: Individual or Social Problem?. Englewood Cliffs, NJ: Prentice-Hall.
• Ünal, S., Karlıdağ, R. & Yoloğlu, S. (2001). Relationships between burnout, job satisfaction and life satisfaction in physicians. Klinik Psikiyatri 4:113-11.
• Veenhoven, R. (1996). Happy life-expectancy, a comprehensive measure of quality of- life in nations. Soc Indic Res 39:1-58.
• Wallace, C., Pichler, F. & Hayes, B.C. (2007). First European Quality of Life Survey: Quality of work and life satisfaction. Luxembourg. Dublin: Office for Official Publications of the European Communities.
• Williams, J.A. & Williamson, K.M. (1998). The socialization strategies of first-year physical education teachers: Conflict and concessions. Phys Ed 55(2): 78-89.
• Xin, M. & Macmillan, R.B. (1999). Influences of workplace conditions on teachers’ job satisfaction. The J Educ Res 93(1): 39-47.
• Yetim, U. (1991). Kişisel Projelerin Organizasyonu ve Örüntüsü Açısından Yaşam Doyumu. Master Dissertation Ege University, [in Turkish].
• Yılmaz, S. & Sarpkaya, P. (2009). Alienation in educational organizations and its’ management, International Journal of Human Sciences, 6 (2), 314- 333.
• Yorulmaz, Y. I., Altınkurt, Y., & Yılmaz, K. (2015). The Relationship between Teachers’ Occupational Professionalism and Organizational Alienation. Educational Process: International Journal, 4 (1-2), 31-44