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The Mediator Role of Work-Related Need Satisfaction between Subjective Well-Being and Work Engagement of Teachers

Yıl 2021, Cilt: 10 Sayı: 3, 482 - 494, 05.10.2021
https://doi.org/10.14686/buefad.917064

Öz

Teachers have a critical role in the fulfillment of educational objectives. One of the fundamental factors affecting teachers while doing their demanding job is their subjective well-being state. This study investigates the subjective well-being of high-school teachers in terms of work engagement and work-related need satisfaction. The mediator role of work-related need satisfaction between subjective well-being and work engagement was also investigated. The sample consisted of 250 teachers (n=131 males; 52.4%, n=119 females; 47.6%). Data collection tools included the Satisfaction with Life Scale (SWL), Positive and Negative Affect Scale (PANAS), Utrecht Work Engagement Scale (UWES), and Work-Related Basic Need Satisfaction Scale. In the analysis of the data, structural equation modeling method was employed. The results revealed that both work engagement and satisfaction of work-related needs positively contribute to teachers' subjective well-being. The mediator role of satisfaction of work-related needs between work engagement and teachers' subjective well-being was also observed. Based on these results, this study concludes with a few pedagogical implications considered important.

Kaynakça

  • Baard, P. P., Deci, E. L., & Ryan, R. M. (2004). Intrinsic need satisfaction: a motivational basis of performance and well-being in two work settings. Journal of Applied Social Psychology, 34, 2045-2068. https://doi.org/10.1111/j.1559-1816.2004.tb02690.x
  • Bakker, A. B. (2009). Building engagement in the workplace. In R. J. Burke & C.L. Cooper (Eds.), The peak performing organization (pp. 50-72). Routledge. https://doi.org/10.1111/j.1559-1816.2004.tb02690.x
  • Bakker, A. B., & Leiter, M. P. (2010). Work engagement: A handbook of essential theory and research. Psychology Press. https://doi.org/10.4324/9780203853047
  • Bakker, A. B., Schaufeli, W. B., Leiter, M. P., & Taris, T. W. (2008). Work engagement: An emerging concept in occupational health psychology. Work & Stress, 22, 187-200. https://doi.org/10.1080/02678370802393649
  • Ben-Ari, R., Krole, R., & Har-Even, D. (2003). Differential effects of simple frontal versus complex teaching strategy on teachers’ stress, burnout, and satisfaction, International Journal of Stress Management, 10(2), 173-195.
  • Burke, R. J., & Greenglass, E. (1995). A longitudinal study of psychological burnout in teachers, Human Relations, 48(2), 187-202. https://doi.org/10.1177/001872679504800205
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490. https://doi.org/10.1016/j.jsp.2006.09.001
  • Chan, D. W. (2011). Burnout and life satisfaction: does gratitude intervention make a difference among Chinese school teachers in Hong Kong?, Educational Psychology: An International Journal of Experimental Educational Psychology, 31(7), 809-823. https://doi.org/10.1080/01443410.2011.608525
  • Chan, D. W. (2013). Counting blessings versus misfortunes: positive interventions and subjective well-being of Chinese school teachers in Hong Kong, Educational Psychology: An International Journal of Experimental Educational Psychology, 3(4), 504-519. https://doi.org/10.1080/01443410.2013.785046
  • Coleman, J. (2009). Well-being in schools: empirical measure, or politician’s dream? Oxford Review of Education, 35(3), 281-292. https://doi.org/10.1080/03054980902934548
  • Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: integration in personality. In: R. Dienstbier (Ed.), Nebraska symposium on motivation: Vol. 38. Perspectives on motivation (pp. 237-288). University of Nebraska Press.
  • Deci, E. L., & Ryan, R. M. (2000). The what and why of goal pursuits: human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
  • Deci, E. L., Ryan, R. M., Gagné, M., Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former Eastern Bloc country: A cross-cultural ctudy of self-determination. Personality and Social Psychology Bulletin, 27(8), 930-942. https://doi.org/10.1177/0146167201278002
  • Demerouti, E., & Cropanzano, R. (2010). From thought to action: Employee work engagement and job performance. In A.B. Bakker & M.P. Leiter (Eds.), Work engagement: A handbook of essential theory and research (pp. 147-163). Psychology Press.
  • Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542-575. https://doi.org/10.1037/0033-2909.95.3.542
  • Diener, E., Emmons, R. A., Larsen, R. J., & Griffen, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49, 71-75. https://doi.org/10.1037/t01069-000
  • Doğan, T., & Eryılmaz, A. (2012). Work-Related Basic Need Satisfaction and Subjective Well-Being Among Academicians. Ege Academic Revıew (Ege Akademik Bakış, 12(3), 383-389.
  • Eryılmaz, A. (2012). A model of subjective well-being for adolescents in high school. Journal of Happiness Studies, 13(2), 275-289.
  • Eryılmaz, A., & Doğan, T. (2012). Subjective well-being at work: investigating of psychometric properties of utrecht work engagement scale. Journal of Clinical Psychiatry (Klinik Psikiyatri Dergisi), 15(1): 49-55).
  • Eryılmaz, A., & Doğan, T. (2013). The mediator role of need satisfaction between subjective well-being and romantic relationship quality. Eğitim Araştırmaları- Eurasian Journal of Educational Research, 53, 79-96.
  • Evers, W. J., Tomic, W., & Brouwers, A. (2004). Burnout among teachers: Students’ and teachers’ perceptions compared. School Psychology International, 25(2), 131-148. https://doi.org/10.1177/0143034304043670
  • Faye, C., & Sharpe, D. (2008). Academic motivation in university: the role of basic psychological needs and identity formation. Canadian Journal of Behavioural Science,40, 189-199.
  • Fisher, C. D. (2003). Why do lay people believe that satisfaction and performance are correlated? Possible sources of a commonsense theory. Journal of Organizational Behavior, 24, 753-777. https://doi.org/10.1002/job.219
  • Fraenkel, J. R., & Wallen, N. E. (1993). How to design and evaluate research in education. Mcgraw Hill.
  • Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26, 331-362. https://doi.org/10.1002/job.322
  • Gençöz, T. (2000). Positive and negative affect schedule: A study of validity and reliability. Turkish Journal of Psychology, 46, 1926. Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education and student learning: A review. Canadian Psychology/Psychologie canadienne, 58(3), 203-210. https://doi.org/10.1037/cap0000117
  • Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2005). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495-513. https://doi.org/10.1016/j.jsp.2005.11.001
  • Hakanen, J. J., & Schaufeli, W. B. (2012). Do burnout and work engagement predict depressive symptoms and life satisfaction? A three-wave seven-year prospective study. Journal of Affective Disorders, 141, 415-424.
  • Hamann, D. L., & Gordon, D. G. (2000). Burnout: An occupational hazard. Music Educators Journal, 87(3), 34-39. https://doi.org/10.2307/3399661
  • Harding, S., Morris, R., Gunnell, D., Ford, T., Hollingworth, W., Tilling, K., Evans, R., Bell, S., Grey, J., Brockman, R., Campbell, R., Araya, R., Murphy, S., & Kidger, J. (2019). Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? Journal of affective disorders, 242, 180-187. https://doi.org/10.1016/j.jad.2018.08.080
  • Hattie, J. A. C. (2003). Teachers Make a Difference: What is the Research Evidence? Paper Presented at the Building Teacher Quality: What does the Research Tell Us? ACER Research Conference, Melbourne, Australia.
  • Hui, E. K. P., Sun, R. C. F., Chow, S. S. Y., & Chu, M. H. T. (2011). Explaining Chinese students’ academic motivation: filial piety and self-determination. Journal of Educational Psychology, 31(3) ,377-392. https://doi.org/10.1080/01443410.2011.559309
  • Ivancevich, J. M., & Matteson, M. T. (1999). Organizational behaviour and management (5th Edition). Irwin McGraw-Hill.
  • Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work related stress across occupations. Journal of Managerial Psychology, 20(2),178-87. https://doi.org/10.1108/02683940510579803
  • Kern, M. L., Waters, L., Adler, A., & White, M. (2014). Assessing employee wellbeing in schools using a multifaceted approach: Associations with physical health, life satisfaction, and professional thriving. Psychology, 5(6), 500-513. https://doi.org/10.4236/psych.2014.56060
  • Kline, R. B. (1998). Principles and practice of structural equation modelling. Guilford Press.
  • Markland, D., & Tobin, V. J. (2010). Need support and behavioural regulations for exercise among exercise referral scheme clients: The mediating role of psychological need satisfaction. Psychology of Sport and Exercise, 11, 91-99. https://doi.org/10.1016/j.psychsport.2009.07.001
  • Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397-422. https://doi.org/10.1146/annurev.psych.52.1.397
  • Meriläinen, M., & Pietarinen, J. (2007). Stress as a barrier to professional development. In J. Löwstedt, P. Larsson, S. Karsten, & R. Van Dick (Eds.), From intensified work to professional development (pp. 111-128). P.I.E. Peter Lang. Murray-Harvey, R. (2010). Relationship influences on students’ academic achievement, psychological health and wellbeing at school. Educational and Child Psychology, 27(1) 104-115.
  • Myers, D., & Diener, E. (1995). Who is happy. American Psychological Society, 1, 1-19. https://doi.org/10.1111/j.1467-9280.1995.tb00298.x
  • Piaget, J. (1970). Genetic epistemology. W. W. Norton and Company. https://doi.org/10.7312/piag91272
  • Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J., & Ryan, R. M. (2000). Daily well-being: The role of autonomy, competence, and relatedness. Personality and Social Psychology Bulletin, 26, 419-435. https://doi.org/10.1177/0146167200266002
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  • Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3, 71-92.
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Öğretmenlerin Öznel İyi Oluşları ile İşe Bağlılıkları Arasındaki İlişkide İşle İlgili İhtiyaç Doyumunun Aracı Rolü

Yıl 2021, Cilt: 10 Sayı: 3, 482 - 494, 05.10.2021
https://doi.org/10.14686/buefad.917064

Öz

Öğretmenler, eğitim hedeflerinin gerçekleştirilmesinde kritik bir role sahiptir. Öğretmenleri, zorlu işlerini yaparken etkileyen temel faktörlerden biri öznel iyi oluş durumudur. Bu çalışma, lise öğretmenlerinin öznel iyi oluşunu işe bağlılık ve işle ilgili ihtiyaç tatmini açısından incelemektedir. Öznel iyi oluş ile işe bağlılık arasındaki işle ilgili ihtiyaç tatmininin aracı rolü de araştırıldı. Örneklem 250 öğretmenden (n = 131 erkek;%52,4, n = 119 kadın;%47,6) oluşmaktadır. Veri toplama araçları, Yaşamdan Memnuniyet Ölçeği (SWL), Olumlu ve Olumsuz Duygulanım Ölçeği (PANAS), Utrecht İş Bağlılığı Ölçeği (UWES) ve İşle İlgili Temel İhtiyaç Memnuniyeti Ölçeğini içermektedir. Verilerin analizinde yapısal eşitlik modelleme yöntemi kullanılmıştır. Sonuçlar hem işe bağlılığın hem de işle ilgili ihtiyaçların tatmininin öğretmenlerin öznel iyi oluşuna olumlu katkıda bulunduğunu ortaya koymuştur. İşe bağlılık ile öğretmenlerin öznel iyi oluşları arasındaki işle ilgili ihtiyaçların tatmininin aracı rolü de gözlemlenmiştir. Bu sonuçlara dayanarak, mevcut çalışma, önemli olduğu düşünülen birkaç pedagojik çıkarımda bulunmaktadır.

Kaynakça

  • Baard, P. P., Deci, E. L., & Ryan, R. M. (2004). Intrinsic need satisfaction: a motivational basis of performance and well-being in two work settings. Journal of Applied Social Psychology, 34, 2045-2068. https://doi.org/10.1111/j.1559-1816.2004.tb02690.x
  • Bakker, A. B. (2009). Building engagement in the workplace. In R. J. Burke & C.L. Cooper (Eds.), The peak performing organization (pp. 50-72). Routledge. https://doi.org/10.1111/j.1559-1816.2004.tb02690.x
  • Bakker, A. B., & Leiter, M. P. (2010). Work engagement: A handbook of essential theory and research. Psychology Press. https://doi.org/10.4324/9780203853047
  • Bakker, A. B., Schaufeli, W. B., Leiter, M. P., & Taris, T. W. (2008). Work engagement: An emerging concept in occupational health psychology. Work & Stress, 22, 187-200. https://doi.org/10.1080/02678370802393649
  • Ben-Ari, R., Krole, R., & Har-Even, D. (2003). Differential effects of simple frontal versus complex teaching strategy on teachers’ stress, burnout, and satisfaction, International Journal of Stress Management, 10(2), 173-195.
  • Burke, R. J., & Greenglass, E. (1995). A longitudinal study of psychological burnout in teachers, Human Relations, 48(2), 187-202. https://doi.org/10.1177/001872679504800205
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490. https://doi.org/10.1016/j.jsp.2006.09.001
  • Chan, D. W. (2011). Burnout and life satisfaction: does gratitude intervention make a difference among Chinese school teachers in Hong Kong?, Educational Psychology: An International Journal of Experimental Educational Psychology, 31(7), 809-823. https://doi.org/10.1080/01443410.2011.608525
  • Chan, D. W. (2013). Counting blessings versus misfortunes: positive interventions and subjective well-being of Chinese school teachers in Hong Kong, Educational Psychology: An International Journal of Experimental Educational Psychology, 3(4), 504-519. https://doi.org/10.1080/01443410.2013.785046
  • Coleman, J. (2009). Well-being in schools: empirical measure, or politician’s dream? Oxford Review of Education, 35(3), 281-292. https://doi.org/10.1080/03054980902934548
  • Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: integration in personality. In: R. Dienstbier (Ed.), Nebraska symposium on motivation: Vol. 38. Perspectives on motivation (pp. 237-288). University of Nebraska Press.
  • Deci, E. L., & Ryan, R. M. (2000). The what and why of goal pursuits: human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
  • Deci, E. L., Ryan, R. M., Gagné, M., Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former Eastern Bloc country: A cross-cultural ctudy of self-determination. Personality and Social Psychology Bulletin, 27(8), 930-942. https://doi.org/10.1177/0146167201278002
  • Demerouti, E., & Cropanzano, R. (2010). From thought to action: Employee work engagement and job performance. In A.B. Bakker & M.P. Leiter (Eds.), Work engagement: A handbook of essential theory and research (pp. 147-163). Psychology Press.
  • Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542-575. https://doi.org/10.1037/0033-2909.95.3.542
  • Diener, E., Emmons, R. A., Larsen, R. J., & Griffen, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49, 71-75. https://doi.org/10.1037/t01069-000
  • Doğan, T., & Eryılmaz, A. (2012). Work-Related Basic Need Satisfaction and Subjective Well-Being Among Academicians. Ege Academic Revıew (Ege Akademik Bakış, 12(3), 383-389.
  • Eryılmaz, A. (2012). A model of subjective well-being for adolescents in high school. Journal of Happiness Studies, 13(2), 275-289.
  • Eryılmaz, A., & Doğan, T. (2012). Subjective well-being at work: investigating of psychometric properties of utrecht work engagement scale. Journal of Clinical Psychiatry (Klinik Psikiyatri Dergisi), 15(1): 49-55).
  • Eryılmaz, A., & Doğan, T. (2013). The mediator role of need satisfaction between subjective well-being and romantic relationship quality. Eğitim Araştırmaları- Eurasian Journal of Educational Research, 53, 79-96.
  • Evers, W. J., Tomic, W., & Brouwers, A. (2004). Burnout among teachers: Students’ and teachers’ perceptions compared. School Psychology International, 25(2), 131-148. https://doi.org/10.1177/0143034304043670
  • Faye, C., & Sharpe, D. (2008). Academic motivation in university: the role of basic psychological needs and identity formation. Canadian Journal of Behavioural Science,40, 189-199.
  • Fisher, C. D. (2003). Why do lay people believe that satisfaction and performance are correlated? Possible sources of a commonsense theory. Journal of Organizational Behavior, 24, 753-777. https://doi.org/10.1002/job.219
  • Fraenkel, J. R., & Wallen, N. E. (1993). How to design and evaluate research in education. Mcgraw Hill.
  • Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26, 331-362. https://doi.org/10.1002/job.322
  • Gençöz, T. (2000). Positive and negative affect schedule: A study of validity and reliability. Turkish Journal of Psychology, 46, 1926. Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education and student learning: A review. Canadian Psychology/Psychologie canadienne, 58(3), 203-210. https://doi.org/10.1037/cap0000117
  • Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2005). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495-513. https://doi.org/10.1016/j.jsp.2005.11.001
  • Hakanen, J. J., & Schaufeli, W. B. (2012). Do burnout and work engagement predict depressive symptoms and life satisfaction? A three-wave seven-year prospective study. Journal of Affective Disorders, 141, 415-424.
  • Hamann, D. L., & Gordon, D. G. (2000). Burnout: An occupational hazard. Music Educators Journal, 87(3), 34-39. https://doi.org/10.2307/3399661
  • Harding, S., Morris, R., Gunnell, D., Ford, T., Hollingworth, W., Tilling, K., Evans, R., Bell, S., Grey, J., Brockman, R., Campbell, R., Araya, R., Murphy, S., & Kidger, J. (2019). Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? Journal of affective disorders, 242, 180-187. https://doi.org/10.1016/j.jad.2018.08.080
  • Hattie, J. A. C. (2003). Teachers Make a Difference: What is the Research Evidence? Paper Presented at the Building Teacher Quality: What does the Research Tell Us? ACER Research Conference, Melbourne, Australia.
  • Hui, E. K. P., Sun, R. C. F., Chow, S. S. Y., & Chu, M. H. T. (2011). Explaining Chinese students’ academic motivation: filial piety and self-determination. Journal of Educational Psychology, 31(3) ,377-392. https://doi.org/10.1080/01443410.2011.559309
  • Ivancevich, J. M., & Matteson, M. T. (1999). Organizational behaviour and management (5th Edition). Irwin McGraw-Hill.
  • Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work related stress across occupations. Journal of Managerial Psychology, 20(2),178-87. https://doi.org/10.1108/02683940510579803
  • Kern, M. L., Waters, L., Adler, A., & White, M. (2014). Assessing employee wellbeing in schools using a multifaceted approach: Associations with physical health, life satisfaction, and professional thriving. Psychology, 5(6), 500-513. https://doi.org/10.4236/psych.2014.56060
  • Kline, R. B. (1998). Principles and practice of structural equation modelling. Guilford Press.
  • Markland, D., & Tobin, V. J. (2010). Need support and behavioural regulations for exercise among exercise referral scheme clients: The mediating role of psychological need satisfaction. Psychology of Sport and Exercise, 11, 91-99. https://doi.org/10.1016/j.psychsport.2009.07.001
  • Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397-422. https://doi.org/10.1146/annurev.psych.52.1.397
  • Meriläinen, M., & Pietarinen, J. (2007). Stress as a barrier to professional development. In J. Löwstedt, P. Larsson, S. Karsten, & R. Van Dick (Eds.), From intensified work to professional development (pp. 111-128). P.I.E. Peter Lang. Murray-Harvey, R. (2010). Relationship influences on students’ academic achievement, psychological health and wellbeing at school. Educational and Child Psychology, 27(1) 104-115.
  • Myers, D., & Diener, E. (1995). Who is happy. American Psychological Society, 1, 1-19. https://doi.org/10.1111/j.1467-9280.1995.tb00298.x
  • Piaget, J. (1970). Genetic epistemology. W. W. Norton and Company. https://doi.org/10.7312/piag91272
  • Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J., & Ryan, R. M. (2000). Daily well-being: The role of autonomy, competence, and relatedness. Personality and Social Psychology Bulletin, 26, 419-435. https://doi.org/10.1177/0146167200266002
  • Richards, J. (2012). Teacher stress and coping strategies: A national snapshot. The Educational Forum, 76(3), 299-316. https://doi.org/10.1080/00131725.2012.682837
  • Ryan, R. M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63:397-427. https://doi.org/10.1111/j.1467-6494.1995.tb00501.x
  • Ryan, R. M., & Deci, E. L. (2008). Self-determination theory and the role of basic psychological needs in personality and the organization of behavior. John et al. (eds.) Handbook of Personality: Theory and Research. The Guilford Press.
  • Ryan, R. M., Sheldon, K. M., Kasser, T., & Deci, E. L. (1996). All goals are not created equal: an organismic perspective on the nature of goals and their regulation. Gollwitzer et al.(eds.) The Psychology of Action: Linking Cognition and Motivation to Behavior. Guilford Press.
  • Schaufeli, W. B., & Bakker, A. B. (2010). Defining and measuring work engagement: Bringing clarity to the concept. In A.B. Bakker & M.P. Leiter (Eds.), Work engagement: A handbook of essential theory and research (pp. 10-24). Psychology Press.
  • Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3, 71-92.
  • Schaufeli, W. B., Taris, T. W., & Bakker, A. B. (2006). Dr Jekyll or Mr Hyde? On the differences between work engagement and workaholism. In R. J. Burke (Ed.), New horizons in management. Research companion to working time and work addiction (p. 193-217). Edward Elgar Publishing. https://doi.org/10.4337/9781847202833.00018
  • Scott, C., & Dinham, S. (2003). The development of scales to measure teacher and school executive occupational satisfaction. Journal of Educational Administration, 41(10), 74-86.
  • Sheldon, K. M., & Elliot, A. J. (1999). Goal striving, need satisfaction and longitudinal well being: The self-concordance model. Journal of Personality and Social Psychology, 76, 482-497.
  • Singh, K., & Billingsley, B. (1998). Professional support and its effects on teachers’ commitment. The Journal of Educational Research, 91(4), 229-239. https://doi.org/10.1080/00220679809597548
  • Soini, T., Pyhältö, K., & Pietarinen, J. (2010). Pedagogical well‐being: reflecting learning and well‐being in teachers’ work. Teachers and Teaching: Theory and Practice, 16(6), 735-751.
  • Taylor, D. L., & Tashakkori, A. (2010). Decision participation and school climate as predictors of job satisfaction and teachers’ sense of efficacy. Journal of Experimental Education, 63(3), 217-231.
  • Van den Broeck, A., Vansteenkiste, M., De Witte, H., & Lens, W. (2008). Explaining the relationships between job characteristics, burnout and engagement: The role of basic psychological need satisfaction. Work and Stress, 22, 277-294. https://doi.org/10.1080/02678370802393672
  • Van den Broeck, A., Vansteenkiste, M., De Witte, H., Soenens, B., & Lens, W. (2010). Capturing autonomy, competence, and relatedness at work: Construction and initial validation of the work-related basic need satisfaction scale. Journal of Occupational and Organizational Psychology, 83, 981-1002. https://doi.org/10.1348/096317909X481382
  • Vansteenkiste, M., Ryan, R. M., & Deci, E. L. (2008). Self-determination theory and the explanatory role of psychological needs in human well-being. In L. Bruni, F. Comim, & M. Pugno (Eds.), Capabilities and happiness (pp. 187-223). Oxford University Press.
  • Vygotsky, L. S. (1963). Learning and mental development at school age (J. Simon, Trans.). In B. Simon & J. Simon (Eds.), Educational psychology in the U.S.S.R. (pp. 21-34). Routledge & Kegan Paul.
  • Waterman, A. S. (1993). Two conceptions of happiness: Contrasts of personal expressiveness (eudaimonia) and hedonic enjoyment. Journal of Personality and Social Psychology, 64, 678-691. https://doi.org/10.1037/0022-3514.64.4.678
  • Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063-1070. https://doi.org/10.1037/0022-3514.54.6.1063
  • Wright, S. L., Burt, C. D., & Strongman, K. T. (2006). Loneliness in the workplace: construct definition and scale development. New Zealand Journal of Psychology, 35, 59-68.
  • Yetim, U. (1993). Life satisfaction: A study based on the organization of personal projects. Social Indicators Research, 29, 277-289. https://doi.org/10.1007/BF01079516
  • Yin, H., Huang, S., & Wang, W. (2016). Work environment characteristics and teacher well-being: The mediation of emotion regulation strategies. International Journal of Environmental Research and Public Health, 13(9), 907. https://doi.org/10.3390/ijerph13090907
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Ali Eryılmaz 0000-0001-9301-5946

Ahmet Başal 0000-0003-4295-4577

Betul Bal Gezegin 0000-0001-9818-9347

Yayımlanma Tarihi 5 Ekim 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 10 Sayı: 3

Kaynak Göster

APA Eryılmaz, A., Başal, A., & Bal Gezegin, B. (2021). The Mediator Role of Work-Related Need Satisfaction between Subjective Well-Being and Work Engagement of Teachers. Bartın University Journal of Faculty of Education, 10(3), 482-494. https://doi.org/10.14686/buefad.917064
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