The Relationship between Teachers’ Occupational Professionalism and Organizational Alienation
The purpose of this study is to determine the relationship between occupational professionalism and organizational alienation levels of teachers. The study is designed as a survey model. The sample of the study consists of 303 teachers working in the Mugla province of Turkey. Participants were selec...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
ÜNİVERSİTEPARK Limited
2015-11-01
|
| Series: | Educational Process: International Journal |
| Subjects: | |
| Online Access: | http://edupij.com/index/makale_indir/16 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850088268352192512 |
|---|---|
| author | Yilmaz Ilker Yorulmaz Yahya Altinkurt Kursad Yilmaz |
| author_facet | Yilmaz Ilker Yorulmaz Yahya Altinkurt Kursad Yilmaz |
| author_sort | Yilmaz Ilker Yorulmaz |
| collection | DOAJ |
| description | The purpose of this study is to determine the relationship between occupational professionalism and organizational alienation levels of teachers. The study is designed as a survey model. The sample of the study consists of 303 teachers working in the Mugla province of Turkey. Participants were selected by using the disproportionate cluster sampling technique. Data was collected through the application of the Teachers’ Occupational Professionalism Scale and the Work Alienation Scale. Descriptive statistics, t-test, ANOVA and correlation analyses were used to analyze the data. Based on the findings, the participant teachers’ level of occupational professionalism is high. Among the occupational professionalism dimensions, teachers consider they have professional awareness the most. This is followed by emotional labor, contribution to organization, and personal development. Teachers’ occupational professionalism differ according to gender and school type variables, while it does not differ according to seniority and time in service at the current school. The participant teachers’ organizational alienation is low. Among the alienation dimensions, teachers consider alienating the school the most, even if its level is low. This is followed respectively by powerlessness, isolation and meaninglessness dimensions. Teachers’ organizational alienation differs according to gender, school type, seniority and time in service at the current school variables. There are significant relationships between alienation and occupational professionalism levels of teachers. |
| format | Article |
| id | doaj-art-84f11cd7c996494e80030b134d757ef9 |
| institution | DOAJ |
| issn | 2147-0901 |
| language | English |
| publishDate | 2015-11-01 |
| publisher | ÜNİVERSİTEPARK Limited |
| record_format | Article |
| series | Educational Process: International Journal |
| spelling | doaj-art-84f11cd7c996494e80030b134d757ef92025-08-20T02:43:03ZengÜNİVERSİTEPARK LimitedEducational Process: International Journal2147-09012015-11-0141-2314410.12973/edupij.2015.412.3The Relationship between Teachers’ Occupational Professionalism and Organizational AlienationYilmaz Ilker Yorulmaz0Yahya Altinkurt1Kursad Yilmaz2Mugla Sitki Kocman UniversityMugla Sitki Kocman UniversityDumlupinar UniversityThe purpose of this study is to determine the relationship between occupational professionalism and organizational alienation levels of teachers. The study is designed as a survey model. The sample of the study consists of 303 teachers working in the Mugla province of Turkey. Participants were selected by using the disproportionate cluster sampling technique. Data was collected through the application of the Teachers’ Occupational Professionalism Scale and the Work Alienation Scale. Descriptive statistics, t-test, ANOVA and correlation analyses were used to analyze the data. Based on the findings, the participant teachers’ level of occupational professionalism is high. Among the occupational professionalism dimensions, teachers consider they have professional awareness the most. This is followed by emotional labor, contribution to organization, and personal development. Teachers’ occupational professionalism differ according to gender and school type variables, while it does not differ according to seniority and time in service at the current school. The participant teachers’ organizational alienation is low. Among the alienation dimensions, teachers consider alienating the school the most, even if its level is low. This is followed respectively by powerlessness, isolation and meaninglessness dimensions. Teachers’ organizational alienation differs according to gender, school type, seniority and time in service at the current school variables. There are significant relationships between alienation and occupational professionalism levels of teachers.http://edupij.com/index/makale_indir/16occupational professionalismteacherorganizational alienationprofessionalism |
| spellingShingle | Yilmaz Ilker Yorulmaz Yahya Altinkurt Kursad Yilmaz The Relationship between Teachers’ Occupational Professionalism and Organizational Alienation Educational Process: International Journal occupational professionalism teacher organizational alienation professionalism |
| title | The Relationship between Teachers’ Occupational Professionalism and Organizational Alienation |
| title_full | The Relationship between Teachers’ Occupational Professionalism and Organizational Alienation |
| title_fullStr | The Relationship between Teachers’ Occupational Professionalism and Organizational Alienation |
| title_full_unstemmed | The Relationship between Teachers’ Occupational Professionalism and Organizational Alienation |
| title_short | The Relationship between Teachers’ Occupational Professionalism and Organizational Alienation |
| title_sort | relationship between teachers occupational professionalism and organizational alienation |
| topic | occupational professionalism teacher organizational alienation professionalism |
| url | http://edupij.com/index/makale_indir/16 |
| work_keys_str_mv | AT yilmazilkeryorulmaz therelationshipbetweenteachersoccupationalprofessionalismandorganizationalalienation AT yahyaaltinkurt therelationshipbetweenteachersoccupationalprofessionalismandorganizationalalienation AT kursadyilmaz therelationshipbetweenteachersoccupationalprofessionalismandorganizationalalienation AT yilmazilkeryorulmaz relationshipbetweenteachersoccupationalprofessionalismandorganizationalalienation AT yahyaaltinkurt relationshipbetweenteachersoccupationalprofessionalismandorganizationalalienation AT kursadyilmaz relationshipbetweenteachersoccupationalprofessionalismandorganizationalalienation |