Educational Policy Analysis and Strategic Research
ISSN (Print): 1949-4270 - ISSN (Online): 1949-4289

Research article    |    Open Access
Educational Policy Analysis and Strategic Research 2019, Vol. 14(4) 7-30

A Meta-Analysis Study on Job Satisfaction of Class and Branch Teachers

Emine Dağlı

pp. 7 - 30   |  DOI: https://doi.org/10.29329/epasr.2019.220.1

Publish Date: December 29, 2019  |   Single/Total View: 307/956   |   Single/Total Download: 492/1.627

PDF Download

Abstract

The purpose of this study is to identify the effect size of classroom and branch teachers' opinions related to the teachers' job satisfaction levels. Additionally, the effect size of the studies examining the job satisfaction levels of the teachers was examined according to the moderator variables. Studies, between the years 2000-2018, that include standard deviation, average, sample number data, which examines the job satisfaction levels of teachers according to the branch variable are in the scope of this research. Research is a meta-analysis method used, and master's thesis and doctoral dissertations scanned for Google Scholar database and Council of Higher Education National Thesis Center and peer-reviewed articles published in scientific journals related to the job satisfaction levels of teachers in Turkey were identified. According to the selection criteria, 19 studies were included in the study. The sample of the study consists of 9300 teachers, 4210 males and 5090 females. In the study, random effects model was used to analyze the data. The result of the research shows that the branch has a significant but low effect on job satisfaction in favor of classroom teachers. When the studies included in the scope of the meta-analysis are classified according to the publication type and their effect sizes are examined, there is a significant difference in favor of the article type. Additionally, it was determined that there was no significant difference according to the place where it was done, when it was done, and the job satisfaction scale type used.

Keywords: Classroom Teachers, Branch Teachers, Meta Analysis, Job Satisfaction, Elementary Education

How to Cite this Article?

APA 7th edition
Dagli, E. (2019). A Meta-Analysis Study on Job Satisfaction of Class and Branch Teachers. Educational Policy Analysis and Strategic Research, 14(4), 7-30. https://doi.org/10.29329/epasr.2019.220.1

Harvard
Dagli, E. (2019). A Meta-Analysis Study on Job Satisfaction of Class and Branch Teachers. Educational Policy Analysis and Strategic Research, 14(4), pp. 7-30.

Chicago 16th edition
Dagli, Emine (2019). "A Meta-Analysis Study on Job Satisfaction of Class and Branch Teachers". Educational Policy Analysis and Strategic Research 14 (4):7-30. https://doi.org/10.29329/epasr.2019.220.1

References
  1. Akgöz, S., Ercan, İ. & Kan, İ. (2004). Derleme meta-analizi. Uludağ Üniversitesi Tıp Fakültesi Dergisi, 30(2), 107-112. [Google Scholar]
  2. Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19, 291–307. [Google Scholar]
  3. Altınkurt, Y. & Yılmaz, K. (2012). Ortaöğretim okullarında değerlerle yönetim, örgütsel adalet ve iş doyumu arasındaki ilişki. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 2(4), 50-68. [Google Scholar]
  4. Aydın, A. K., Akyüz, K. C., Yıldırım, İ., & Köse, Ş. (2016). İlk ve ortaokullarda görev yapan öğretmenlerin iş tatmini ve örgütsel bağlılık düzeylerinin analizi. Uluslararası İktisadi ve İdari İncelemeler Dergisi, 18, 23-52. [Google Scholar]
  5. Aydın, A., Sarıer, Y., & Uysal, Ş. (2013). Meta-analysis, leadership styles, transformational leadership, job satisfaction, organizational commitment. Educational Sciences: Theory & Practice, 13(2), 806-811. [Google Scholar]
  6. Bakioğlu, A., & Göktaş, E. (2018). Bir eğitim politikası belirleme yöntemi: meta analiz. Medeniyet Eğitim Araştırmaları Dergisi, 1(2), 35-54. [Google Scholar]
  7. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman &Company. [Google Scholar]
  8. Bauer, K. W. (2000). The front-line: Satisfaction of classified employees. L.S. Hagedorn (Ed.), What contributes to job satisfaction among faculty and staff: New directions for institutional research içinde, (s. 105, 87-97). San Francisco: Jossey-Bass. [Google Scholar]
  9. Bil, E. (2018). Ortaöğretim okullarının öğrenen örgüt, örgütsel güven ve iş doyumu düzeyleri arasındaki ilişki. (Unpublished doctoral thesis). Ankara University, Institute of Educational Sciences, Ankara. [Google Scholar]
  10. Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37(5), 662-683 [Google Scholar]
  11. Bolin, F. (2007). A study of teacher job satisfaction and factors that influence it. Chinese Education and Society, 40(5), 47-64. [Google Scholar]
  12. Borenstein, M., Hedges, L. V., Higgins, J. P. T. & Rohtstein, H. R. (2013). Meta-analize giriş (S. Dinçer, Çev.). Ankara: Anı Yayıncılık. [Google Scholar]
  13. Boyacı, A., Karacabey, M. F., & Bozkuş K. (2018). Okul yöneticilerinin liderliğinin öğretmenlerin iş doyumuna etkisinde örgütsel güvenin rolü. Educational Administration: Theory and Practice, 24(3), 437-482. [Google Scholar]
  14. Bozalp-Ünal, S. (2017). Dönüşümcü liderliğin örgütsel çıktılara etkisi: Bir meta analiz çalışması. (Unpublished doctoral thesis). Eskişehir Osmangazi University, Institute of Social Sciences, Eskişehir. [Google Scholar]
  15. Buluç, B. & Demir, S. (2015). İlk ve ortaokul öğretmenlerinin öz-yeterlik algıları ile iş doyumları arasındaki ilişki. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 16(1), 289-308. [Google Scholar]
  16. Büyükgöze, H., & Özdemir, M. (2017). İş doyumu ile öğretmen performansı ilişkisinin duygusal olaylar kuramı çerçevesinde incelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 3111-325. [Google Scholar]
  17. Briones, E., Taberner, C., & Arenas, A. (2010). Job Satisfaction of Secondary School Teachers: Effect of Demographic and Psycho-Social Factor. Revista de Psicología del Trabajo y de las Organizaciones, 26(2), 115-122. [Google Scholar]
  18. Borenstein, M., Hedges, L. V., Higgins, J. P. T. & Rohtstein, H. R. (2013). Meta-analize giriş (S. Dinçer, Çev.). Ankara: Anı Yayıncılık. [Google Scholar]
  19. Canbay, S. (2007). İlköğretim okullarında çalışan öğretmenlerin iş doyumu ve denetim odağı ilişkisi. (Unpublished master’s thesis). Dokuz Eylül University, Institute of Educational Sciences, İzmir. [Google Scholar]
  20. Carpara, G. V., Barbaranelli, C., Stecca, P., & Malone, P. S. (2006). Teachers’ selfefficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473- 490. [Google Scholar]
  21. Cogaltay, N., Yalcin, M., & Karadag, E. (2016). Educational leadership and job satisfaction of teachers: a meta-analysis study on the studies published between 2000 and 2016 in Turkey. Eurasian Journal of Educational Research, 62, 255-282. [Google Scholar]
  22. Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (6. bs.). New York: Routledge [Google Scholar]
  23. Costanza, D.P., Badger, J. M., Fraser, R. L., Severt, J. B., & Gade, P. A. (2012). Generational differences in work-related attitudes: A meta-analysis. Journal of Business and Psychology, 27(4), 375-394. [Google Scholar]
  24. Çolak, İ., Altınkurt, Y., & Yılmaz, K. (2017). Öğretmenlerin özerklik davranışları ile iş doyumları arasındaki ilişki. Karadeniz Sosyal Bilimler Dergisi, 9(2), 189-208. [Google Scholar]
  25. Demirel, H. (2014). An investigation of the relationship between job and life satisfaction among teachers. Procedia Social and Behavioral Sciences, 116, 4925 – 4931. [Google Scholar]
  26. Demirtaş, H. (2010). Dershane öğretmenlerinde örgütsel bağlılık ve iş doyumu. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 177-206. [Google Scholar]
  27. Dinham, S., & Scott, C. (1998). A three domain model of teacher and school executive career satisfaction. Journal of Educational Administration, 36, 362-378. [Google Scholar]
  28. Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz. Ankara: Pegem Akademi. [Google Scholar]
  29. Drucker, P. (2011). Büyük değişimler çağında yönetim. İstanbul: Optimist. [Google Scholar]
  30. Diri, M. S., & Kıral, E. (2016). Ortaokul öğretmenlerinin iş doyumlarının mesleki tükenmişlik düzeylerine etkisi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 39, 125-149. [Google Scholar]
  31. Higgins, J. P. T. & Thompson, S. G. (2002). Quantifying heterogeneity in a meta analysis. Statistics in Medicine, 21, 1539-1558. [Google Scholar]
  32. Jenaibi, B.A. (2010). Job satisfaction: Comparisons among diverse public organizations in the UAE. Management Science and Engineering, 4(3), 60-79. [Google Scholar]
  33. Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2003). The core self-evaluations scale: development of a measure. Personnel Psychology, 56(2), 303–331. [Google Scholar]
  34. Gamsız, Ş., Yazıcı, H., & Altun, F. (2013). Öğretmenlerde a tipi kişilik, stres kaynakları, öz yeterlik ve iş doyumu. Turkish Studies, 8(8), 1475-1488. [Google Scholar]
  35. George, J. M., & Jones, G. R. (2005). Understanding and managing organizational behavior. Upper Saddle River, NJ: Prentice Hall. [Google Scholar]
  36. Gedik, A. & Üstüner, M. (2017). Eğitim örgütlerinde örgütsel bağlılık ve iş doyumu ilişkisi: Bir meta analiz çalışması. E-Uluslararası Eğitim Araştırmaları Dergisi, 8(2), 41-57. [Google Scholar]
  37. Günbayı, İ. (2001). İlköğretim okulu öğretmenlerinin iş doyumu. Educational Sciences: Theory & Partice. 1(2), 337-356. [Google Scholar]
  38. Günay, R., Kaya, R., & Aydın, H. (2014). Çokkültürlü eğitim yaklaşımının etkililik düzeyi: bir meta-analiz çalışması. Uşak Üniversitesi Sosyal Bilimler Dergisi, 7(4), 145-165. [Google Scholar]
  39. Karabağ-Köse, E. (2014). Dezavantajlı okullarda örgütsel öğrenme ile örgütsel bağlılık ve iş doyumu arasındaki ilişkiler. Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2-3(1), 21-29. [Google Scholar]
  40. Kennedy, B. M. (2014). Teaching self-efficacy, job satisfaction and burnout in a public school setting. (Unpublished doctoral dissertation), Barry University, USA. [Google Scholar]
  41. Locke, E. A. (1976). The nature and causes of job satisfaction. Handbook of Industrial and Organizational Psychology. Chicago, IL: Rand McNally. [Google Scholar]
  42. Liu, X. S., & Ramsey, J. (2008). Teachers’ job satisfaction: Analyses of the Teacher Follow-Up Survey in the United States for 2000–2001. Teaching and Teacher Education, 24, 1173–1184. [Google Scholar]
  43. Morgan, M., & O’Leary, M. (2004). The job satisfaction of beginning primary teachers. Irish Journal of Education, 35, 73–86. [Google Scholar]
  44. Moe, A., Pazzaglia, F., & Ronconi, L. (2010). When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching. Teaching and Teacher Education, 26, 1145-1153. [Google Scholar]
  45. Peng, Y., & Mao, C. (2015). The impact of person-job fit on job satisfaction: the mediator role of self efficacy. Social Indicators Research, 121, 805–813. [Google Scholar]
  46. Ololube, N.P. (2006), Teacher job satisfaction and motivation for school effectiveness: An assessment. Essays in Education, 18, 1-19. [Google Scholar]
  47. Özkan, A. (2017). İlkokul ve ortaokul öğretmenlerinin iş doyumu düzeyleri (Balıkesir ili merkez ilçeler örneği) (Unpublished master’s thesis). Balıkesir University, Institute of Social Sciences, Balıkesir. [Google Scholar]
  48. Saari, L. M., ve Judge, T. A. (2004). Employee attitudes and job satisfaction. Human Resource Management, 43(4), 395-407. [Google Scholar]
  49. Sarıer, Y. (2013). Eğitim kurumu müdürlerinin liderliği ile okul çıktıları arasındaki ilişkilerin meta-analiz yöntemiyle incelenmesi (Unpublished doctoral thesis). Eskişehir Osmangazi University, Institute of Educational Sciences, Eskişehir. [Google Scholar]
  50. Sarpkaya, R. (2000). Liselerde çalışan öğretmenlerin iş doyumu. Amme İdaresi Dergisi, 33(3), 111-124. [Google Scholar]
  51. Shelby, L. B., & Vaske, J. J. (2008). Understanding meta-analysis: A review of the methodological literature. Leisure Sciences, 30(2), 96-110. [Google Scholar]
  52. Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports: Employment Psychology & Marketing, 114(1), 68-77. [Google Scholar]
  53. Smerek, R. E., & Peterson, M. (2007). Examining Herzberg’s Theory: Improving job satisfaction among non-academic employees at a university. Research in Higher Education, 48(2), 229-250. [Google Scholar]
  54. Sonmezer, M. G. & Eryaman, M. Y. (2008). A comparative analysis of job satisfaction levels of public and private school teachers. Journal of Theory and Practice in Education, 4(2), 20-33. [Google Scholar]
  55. Stephanou, G., Gkavras, G., & Doulkeridou, M. (2013). The role of teachers’ self- and collective-efficacy beliefs on their job satisfaction and experienced emotions in school. Psychology, 4(3A), 268-278. [Google Scholar]
  56. Şişman, M., & Turan, S. (2004). Bazı örgütsel değişkenler açısından çalışanların iş doyumu ve sosyal - duygusal yalnızlık düzeyleri (MEB şube müdür adayları üzerinde bir araştırma). Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 5(1), 118- 128. [Google Scholar]
  57. Taşdan, M., & Tiryaki, E. (2008). Özel ve devlet ilköğretim okulu öğretmenlerinin iş doyumu düzeylerinin karşılaştırılması. Eğitim ve Bilim, 33(147), 54-70. [Google Scholar]
  58. Yılmaz, A., & Boğa, C. (2011). İlköğretim okul yöneticilerinin liderlik davranış düzeyleri ile öğretmenlerin iş doyumu ilişkisi. Educational Administration: Theory and Practice, 17(2), 277-394. [Google Scholar]
  59. Yılmaz, K. (2012). İlköğretim okulu öğretmenlerinin iş doyumu düzeyleri ile örgütsel vatandaşlık davranışları arasındaki ilişki. Anadolu Journal of Educational Sciences International, 2(2), 1-14. [Google Scholar]
  60. Yorulmaz, Y. İ., Çolak, İ., & Altınkurt, Y. (2017). A meta-analysis of the relationship between teachers’ job satisfaction and burnout. Eurasian Journal of Educational Research 71, 175-192. [Google Scholar]
  61. Zhou, J., & George, J.M. (2001). When job dissatisfaction leads to creativity: encouraging the expression of voice. Academy of Management Journal, 44(4), 682-696. [Google Scholar]
Meta
Vol. 14 (4)
Download
Metric
History
Related

Volume 14 Issue 4

December 2019

All Manuscript

Educational Policy Analysis and Strategic Research

Copyright © 2025 Educational Policy Analysis and Strategic Research.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.