Araştırma Makalesi
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Akademisyenlerin Kariyer Memnuniyeti Düzeylerine, Çalışma Ortamı Memnuniyeti ve Organizasyona Güven Değişkenlerinin Etkisi: Kişisel Gelişim Düzeyinin Aracı Rolü

Yıl 2021, Cilt: 12 Sayı: 3, 997 - 1016, 25.09.2021

Öz

Bu araştırmada akademisyenlerin kariyer memnuniyeti düzeyine etki edebilecek faktörlerin belirlenmesi amaçlanmaktadır. Araştırmada alanyazında eksikliği hissedilen "çalışma ortamından memnuniyet", "organizasyona güven" ve "kişisel gelişim" değişkenlerinin, akademisyenlerin kariyer memnuniyet düzeyleri üzerindeki doğrudan ve dolaylı etkilerine odaklanılmıştır. Araştırmaya ilişkin veriler dört devlet üniversitesinden toplam 587 akademisyenden elektronik anket yöntemi ile elde edilmiştir. Geliştirilen hipotezler, Kısmi En Küçük Kareler (Partial Least Squares-PLS) algoritması kullanılarak "yapısal eşitlik modellemesi" ile test edilmiştir. Araştırma sonuçları doğrudan ve toplam etkiler açısından değerlendirilmiştir. Buna göre, akademisyenin çalışma ortamı memnuniyetinin, kişisel gelişim ve kariyer memnuniyeti düzeyini artırdığı gözlemlenmiştir. Ayrıca akademisyenin kişisel gelişimi de kariyer memnuniyeti düzeyini artırmıştır. Araştırmada akademisyenin organizasyonuna olan güveni, kişisel gelişim üzerinde anlamsız bir etki oluşturmaktadır. Ayrıca akademisyenin organizasyona güveni, kariyer memnuniyeti düzeyini de artırmaktadır. Araştırma modelindeki dolaylı etkiler incelendiğinde; çalışma ortamı memnuniyetinin kariyer memnuniyeti üzerindeki etkisinde, kişisel gelişim değişkeni aracı bir etkiye sahiptir. Bununla birlikte organizasyona güven değişkeninin kariyer memnuniyeti değişkeni üzerindeki etkisinde, kişisel gelişim değişkeninin aracı etkisi olmadığı gözlemlenmiştir.

Kaynakça

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  • Aimran, A. N., Afthanorhan, W. W. M. A. & Razali N. H. M. (2015). Moderated mediation using partial least square structural equation modeling (PLS-SEM). International Journal of Engineering & Technology Research, 3(2), 1-10.
  • Akerlind, G. S. (2005). Academic growth and development: How do university academics experience it? Higher Education, 50(1), 1-32.
  • Akhbar, A. R. N. & Musa, M. F. (2012). Enhancing human İnteraction of knowledge sharing in higher learning worcplace environment. Procedia - Social and Behavioral Sciences, 35, 137-145.
  • Akiri, A. A. (2014). Teachers career satisfaction and students academic performance in delta public secondary schools. Journal of Educational and Social Research, 4(1), 267-272.
  • Ali, S. M., Shaharudin, M. R. & Anuar, A. (2012). The association between job positions, work experience and career satisfaction: The case of Malaysian’s academic staff. Asian Social Science, 8(10), 35-44.
  • Alias, J., Mat, N. & Muslim, N. (2019). Trust, knowledge self-efficacy and reciprocal benefits on knowledge sharing among Malaysian academicians. International Journal of Supply Chain, Operation Management and Logistic, 1(1), 1-10.
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The Effect of Work Environment Satisfaction and Organizational Trust Variables on Academicians’ Career Satisfaction Levels: Mediator Role of Personal Development Level

Yıl 2021, Cilt: 12 Sayı: 3, 997 - 1016, 25.09.2021

Öz

In this study, it is aimed to determine the factors that may affect the career satisfaction level of academicians. The research focused on the direct and indirect effects of the variables "satisfaction with the working environment", "trust in the organization" and "personal development", which are lacking in the literature, on the career satisfaction levels of academicians.The data related to the research were obtained from a total of 587 academicians from four state universities by electronic questionnaire method. The developed hypotheses were tested with "structural equation modeling" using the Partial Least Squares (PLS) algorithm. The research results were evaluated in terms of direct and total effects. Accordingly, it has been observed that the satisfaction of the academician's working environment increases the level of personal development and career satisfaction. In addition, the personal development of the academician has also increased the level of career satisfaction. In the research, the trust of the academician in his organization has a meaningless effect on personal development. In addition, the trust of the academician in the organization increases the level of career satisfaction. When the indirect effects in the research model are examined; The personal development variable has a mediating effect on the effect of work environment satisfaction on career satisfaction. However, it was observed that the effect of the organizational trust variable on the career satisfaction variable was not mediated by the personal development variable.

Kaynakça

  • Aburumman, O., Salleh, A., Omar, K. & Abadi, M. (2020). Them ımpact of human resource management practices and career satisfaction on employee’s turn-over intention. Management Science Letters, 10, 641-652.
  • Aimran, A. N., Afthanorhan, A. & Razali, N. H. M. (2015). Moderated mediation using partial least square structural equation modeling (PLS-SEM). Elixir Statistics, 80, 31035-31039.
  • Aimran, A. N., Afthanorhan, W. W. M. A. & Razali N. H. M. (2015). Moderated mediation using partial least square structural equation modeling (PLS-SEM). International Journal of Engineering & Technology Research, 3(2), 1-10.
  • Akerlind, G. S. (2005). Academic growth and development: How do university academics experience it? Higher Education, 50(1), 1-32.
  • Akhbar, A. R. N. & Musa, M. F. (2012). Enhancing human İnteraction of knowledge sharing in higher learning worcplace environment. Procedia - Social and Behavioral Sciences, 35, 137-145.
  • Akiri, A. A. (2014). Teachers career satisfaction and students academic performance in delta public secondary schools. Journal of Educational and Social Research, 4(1), 267-272.
  • Ali, S. M., Shaharudin, M. R. & Anuar, A. (2012). The association between job positions, work experience and career satisfaction: The case of Malaysian’s academic staff. Asian Social Science, 8(10), 35-44.
  • Alias, J., Mat, N. & Muslim, N. (2019). Trust, knowledge self-efficacy and reciprocal benefits on knowledge sharing among Malaysian academicians. International Journal of Supply Chain, Operation Management and Logistic, 1(1), 1-10.
  • Altunel, M. C., Kocak, O. E. & Cankir, B. (2015). The effect of job resources on work engagement: A study on academicians in Turkey. Educational Sciences: Theory & Pratice, 15(2), 409-417.
  • Attiq, S., Rasool, H. & Igbal, S. (2017). The impact of supportive work environment, trust and self-efficacy on organizational learning and its effectiveness: A stimulus-organism response approach. Business & Economic Review, 9(2), 73-100.
  • August, L. & Waltman, J. (2004). Culture, climate, and contribution: Career satisfaction among female faculty. Research in Higher Education, 45(2), 177-192.
  • Aytekin, I., Erdil, O., Erdoğmuş, N. & Akgün, A. E. (2016). Academicians career capital and career satisfaction: The mediation effect of research productivity. Educational Sciences: Theory & Practice, 16(6), 1921-1945.
  • Baldwin, R. G. & Blackburn, R. T. (1981). The academic career as a developmental process: Implications for higher education. The Journal of Higher Education, 52(6), 598-614.
  • Barnett, B. R. & Bradley, L. (2007). The impact of organisational support for career development on career satisfaction. Career Development International, 12(7), 617-636.
  • 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.
  • Beausaert, S., Segers, M., Fouarge, D. & Gijselaers, W. (2013). Effect of using a personal development plan on learning and development. Journal of Workplace Learning, 25(3), 145-158.
  • Beccerra, M. & Gupta, A. K. (1999). Trust within the organization: Integrating the trust literature with agency theory and transaction costs economics. Public Administration Quarterly, 23(2), 177-203.
  • Bentler, P. M. & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588-606.
  • Bolli, T. & Renold, U. (2017). Comparative advantages of school and workplace environment in skill acquisition: Empirical evidence from a survey among professional tertiary education and training students in switserland. Evidence-based HRM: A Global Forum Empirical Scholarship, 5(1), 6-29.
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  • Chathoth P. K., Mak, B., Jauhari, V. & Manaktola, K. (2007). Employees perceptions of organizational trust and service climate: A structural model combining their effects on employee satisfaction. Journal of Hospitality & Tourism Research, 31(3), 338-357.
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  • Joo, B-K. & Lim, T. (2013). Transformational leadership and career satisfaction: The mediating role of psychological empowerment. Journal of Leadership & Organizational Studies, 20(10), 1-11.
  • Judge, T., Cable, D. M., Boudreau, J. W. & Bretz Jr., R. D. (1995). An empirical ınvestigation of the predictors of executive career success. Personnel Psychology, 48, 485-519.
  • Karapinar, P. B., Camgoz, S. M. & Ekmekci, O. T. (2016). The mediating effect of organizational trust on the link between the areas of work life and emotional exhaustion. Educational Sciences: Theory & Practice, 16, 1947-1980.
  • Khan, S. H., Azhar, Z., Parveen, S., Naeem, F. & Sohail, M. M. (2012). Exploring the impact of infrastructure, pay incentives and workplace environment on employees performance (a case study of Sargodha University). Asian Journal of Empirical Research, 2(4), 118-140.
  • Khoshmaram, M., Zarafshani, K., Alibaygi, A. & Mirakzadeh, A. (2017). Exploring the role of social capital in agricultural entrepreneurial opportunity recognition: Application of smart PLS. International Journal of Agricultural Management and Development, 7(4), 395-406.
  • Knesek, G. (2015). Creating a feedback-rich workplace environment: Lessons learned over a 35+ year career in human resources. The Psychologist-Manager Journal, 18(3-4), 109-120.
  • Kock, N. (2015). Common method bias in PLS-SEM: A full collinearity assessment approach. International Journal of e-Collaboration, 11(4), 1-10.
  • Kock, N. & Lynn, G. S. (2012). Lateral collinearity and misleading results in variance-based SEM: An illustration and recommendations. Journal of the Association for Information Systems, 13(7), 546-580.
  • Koç, M., Demirbilek, M. & Ince, E. Y. (2015). A needs assessment for academicians ‘professional development’. Education and Science, 40(177), 297-311.
  • Kraimer, M. L., Greco, L., Seibert, S. E. & Sargent, L. D. (2019). An ınvestigation of academic career success: The new tempo of academic life. Academy of Management Learning & Education, 18(2), 128-152.
  • Kramer, R. M. (1999). Trust and distrust in organizations: Emerging perspectives, enduring questions. Annual Review of Psychology, 50, 569-598.
  • Leigh, I. W. (1999). Inclusive education and personal development. Journal of Deaf Studies and Deaf Education, 4(3), 236-245.
  • Lounsbury, J. W., Loveland, J. M., Sundstrom, E. D., Gibson, L. W., Drost, A. W. & Hamrick, F. L. (2003). An investigation of personality traits in relation to career satisfaction. Journal of Career Assessment, 11(3), 287-307.
  • Lounsbury, J. W., Foster, N., Patel, H., Carmody, P., Gibson, L. W. & Stairs, D. R. (2012). An investigation of personality traits of scientists versus nonscientists and their relationship with career satisfaction. R&D Management, 42(1), 47-59.
  • Lounsbury, J. W., Park, S-H., Sundstrom, E., Williamson, J. M. & Pemberton, A. E. (2004). Personality, career satisfaction, and life satisfaction: Test of a directional model. Journal of Career Assessment, 12(4), 395-406.
  • Maqsood, A., Rehman, G. & Hanif, R. (2016). Workplace environment as predictor of burnout in academicians and the moderating role of personality and organizational sector. FWU Journal of Social Sciences, 10(2), 33-43.
  • Makhbul, Z. M. (2013). Workplace environment towards emotional health. International Journal of Academic Research in Business and Social Sciences, 3(1), 183-195.
  • Mateos-Aparicio, G. (2011). Partial least squares (PLS) methods: Origins, evoluation, and application to social sciences. Communications in Statistics – Theory and Methods, 40(13), 2305-2317.
  • Mayer, R. C., Davis, J. H. & Schoorman, F. D. (1995). An integrative model of organizational trust. The Academy of Management Review, 20(3), 709-734.
  • McGuire, D. & McLaren, L. (2009). The impact of physical environment on employee commitment in call centres: The mediating role of employee well-being. The Performance Management, 15(1/2), 35-48.
  • Mcllveen, P., Beccaria, G. & Burton, L. J. (2013). Beyond conscientiousness: Career optimism and satisfaction with academic major. Journal of Vocational Behavior, 83, 229-236.
  • Mittendorff, K., Jochems, W., Meijers, F. & Brok, P. D. (2008). Differences and similarities in the use of the portfolio and personal development plan for career guidance in various vocational schools in the netherlands. Journal of Vocational Education and Training, 60(1), 75-91.
  • Nadarajah, S., Kadiresan, V., Kumar, R., Kamil, N. N. A. & Yusoff, Y. M. (2012). The Relationship of HR Practices and Job Performance of Academicians towards Career Development in Malaysian Private Higher Institutions. Procedia - Social and Behavioral Sciences, 57, 102-118.
  • Nair, M. S. & Salleh, R. (2015). Linking performance appraisal justice, trust, and employee engagement: A conceptual framework. Social and Behavioral Sciences, 211, 1155-1162.
  • Nevgi, A. & Löfström, E. (2015). The development of academics teacher ıdentity: Enhancing reflection and task perception through a university teacher development programme. Studies in Educational Evaluation, 46, 53-60.
  • Nias, J. (1981). Teacher satisfaction and dissatissfaction: Herzberg’s ‘two-factor’ hypothesis revisited. British Journal of Sociology of Education, 2(3), 235-246.
  • Pienaar, C. & Bester, C. (2009). Addressing career obstacles within a changing higher education work ebvironment: Perspectives of academics. South African Journal of Psychology, 39(3), 376-385.
  • Plotnikoff, R. C., Pickering, M. A., Flaman, L. M. & Spence, J. C. (2009). The role of self-efficacy on the relationship between the workplace environment and physical activity: A longitudinal mediation analysis. Health Education & Behavior, 20(10), 1-16.
  • Porter, T. W. & Lilly, B. S. (1996). The effects of conflict, trust, and task commitment on project team performance. The International Journal of Conflict Management, 7(4), 361-376.
  • Prodaniuk, T. R., Plotnikoff, R. C., Spence, J. C. & Wilson, P. M. (2004). The influence of self-efficacy and outcome expectations on the relationship between perceived environment and physical activity in the workplace. International Journal of Behvioral Nutrition and Physical Activity, 1, 1-11.
  • Ravand, H. & Baghaei, P. (2016). Partial least squares structural equation medeling with R. Practical Assessment, Research & Evaluation, 21(11), 1-16.
  • Rego, A. & Cunha, M. P. (2009). Do the oppurtunities for learning and personal development lead to happiness? It depends on work-family conciliation. Journal of Occupational Health Psychology, 14(3), 334-348.
  • Ringle, C. M., Sarstedt, M. & Straub, D. W. (2012). Editor’s comments: A critical look at the use of PLS-SEM in ‘MIS quarterly’. MIS Quarterly, 36(1), 3-14.
  • Ryckman, R. M., Hammer, M., Kaczor, L. M. & Gold, J. A. (1996). Construction of a personal development competititve attitude scale. Journal of Personality Assessment, 66(2), 37-385.
  • Sarstedt, M., Ringle, C. M., Cheah, J-H.,Ting, H., Moisescu, O. I. & Radomir, L. (2019a). Structural model robustness checks in PLS-SEM. Thourism Economics, 20(10), 1-24.
  • Sarstedt, M., Hair Jr, J. F., Cheah, J-H., Becker, J-M. & Ringle, C. M. (2019b). How to specify, estimate, and validate higher-order constructs in PLS-SEM. Australasian Marketing Journal, 5(25), 1-15.
  • Schnackenberg, A. K. & Tomlison, E. C. (2014). Organizational transparency: A new perspective on managing trust in organization-stakeholder. Journal of Management, 20(10), 1-27.
  • Siddiqui, H., Raza, F. & Imran, T. (2017). Psychological empowerment of university academicians through job crafting in a challenging environment. GMJACS, 7(2), 151-158.
  • Singh, B. S. P. & Malhotra, M. (2015). The mediating role of trust in the relationship between perceived organizational support and silence. International Journal of Scientific and Research Publications, 5(9), 15-24.
  • Taheri, S. M., Sarfaraz, A. H. & Akbar, S. M. S. A. (2014). Investigating the effects of knowledge management and organizational innovation on organizational strategy: Evidence from insurence industry. Mangement Science Letters, 4, 2399-2406.
  • Timms, C. & Brough, P. (2013). ‘I like being a teacher’ career satisfaction, the work environment and work engagement. Journal of Educational Administration, 51(6), 768-789.
  • Tiwari, S. K. & Tiwari, P. (2020). Determinants of job satisfaction affected by work environment: An academician perspective from non-public institutions. International Journal on Emerging Technologies, 11(2), 461-467.
  • Victor, J. & Hoole, C. (2017). The influence of organisational rewards on workplace trust and work engagement. SA Journal of Human Resource Management, 15, 1-14.
  • Wilkins-Yel, K. G., Roach, C. M. L., Tracey, T. J. G. & Yel, N. (2018). The effects of career adaptability on intended academic persistence: The mediating role of academic satisfaction. Journal of Vocational Behavior, 108, 67-77.
  • Willaby, H. W., Costa, D. S. J., Burns, B. D., Maccann, C. & Roberts, R. D. (2015). Testing complex models with small sample sizes: A historical overview and empirical demonstration of what partial least squares (PLS) can offer differential psychology. Personality and Individual Differences, 84, 73-78.
  • Williamson, J. M., Pemberton, A. E. & Lounsbury, J. W. (2005). An investigation of career and job satisfaction in relation to personality traits of information professionals. The Library Quarterly: Information, Community, Policy, 75(2), 122-141.
  • Wong, K. K-K. (2013). Partial least squares structural equation modeling (PLS-SEM) techniques using smartPLS. Marketing Bulletin, 24, 1-32.
  • Yahaya, M. L., Murtala, Z. A. & Onukwube, H. N. (2019). Partial least squares (PLS-SEM): A note for beginners. International Journal of Environmental Studies and Safety Research, 4(4), 1-30.
  • Zhao, X., Lync, J. G. & Chen, Q (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37(2), 197-206.
Toplam 102 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

İbrahim Durmuş 0000-0002-3872-2258

Ahmet Mutlu Akyüz 0000-0002-6406-3284

Yayımlanma Tarihi 25 Eylül 2021
Gönderilme Tarihi 15 Mayıs 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 12 Sayı: 3

Kaynak Göster

APA Durmuş, İ., & Akyüz, A. M. (2021). Akademisyenlerin Kariyer Memnuniyeti Düzeylerine, Çalışma Ortamı Memnuniyeti ve Organizasyona Güven Değişkenlerinin Etkisi: Kişisel Gelişim Düzeyinin Aracı Rolü. Gümüşhane Üniversitesi Sosyal Bilimler Dergisi, 12(3), 997-1016. https://doi.org/10.36362/gumus.937583