Values, rewards and job satisfaction: the case of turkish EFL teachers

Fatma AYDIN

Abstract


The present study investigates what aspects of their work are valuable to Turkish EFL teachers working at a state university, and what sorts of rewards they get from their job. The present study also explores how satisfied Turkish EFL teachers working at a state university are with their careers and jobs, and whether gender, age and years of teaching experience play a role in their satisfaction with their careers and jobs. Lastly, the present study analyzes whether teachers’ values or teaching rewards or the interaction between values and rewards predict career and job satisfaction among Turkish EFL teachers working at a state university better. For the accomplishment of the present study, the data were collected by means of the adapted version of a scale instrument on EFL teachers’ values, teaching rewards and career/job satisfaction, created by Kassabgy, Boraie and Schmidt (2001), from a total of 66 English instructors working at Anadolu University School of Foreign Languages (AUSFL). The data were analyzed using a number of statistical procedures, and the findings were interpreted and discussed in accordance with the previous research

Keywords


Values, rewards, job satisfaction, Turkish EFL teachers.

References


Amoli, F. A, & Youran, M. (2014). Delving the Relationship between Teacher

Empowerment and Job Satisfaction among Iranian EFL Teachers in Tehran Aviation University. Theory and Practice in Language Studies, 4(4), 771-777.

Aydın, S. (2012). Factors Causing Demotivation in EFL Teaching Process: A Case Study. The Qualitative Report, 17(101), 1-13.

Baleghizadeh, H., & Gordani, Y. (2012). Motivation and Quality of Work Life among Secondary School EFL Teachers. Australian Journal of Teacher Education, 37(7), 30-42.

Boz, Y. & Boz, N. (2008). Kimya ve matematik öğretmen adaylarının öğretmen olma nedenleri. Kastamonu Eğitim Dergisi, 16(1), 137-144.

Cristina-Corina, B. (2012). Some determinative factors for teachers’ job motivation. Procedia-Social and Behavioral Sciences, 47, 1638-1642.

Csikszentmihalyi, M. (1997). Intrinsic motivation and effective teaching: A flow analysis. In J. L. Bess (Ed.), Teaching well and liking it: Motivating faculty to teach effectively (pp. 72-89). Baltimore, MA: John Hopkins University Press.

Day, C. (2004). A passion for teaching. London: Routledge Falmer.

Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). London: Longman.

Dweik, B. S., & Awajan, N. W. (2013). Factors that enhance English language teachers' motivation in Jordanian secondary schools. English Linguistics Research, 2(1), 33-42.

Fattash, M. M. (2013). Demotivating factors of university ESL teachers. International Journal of Humanities and Social Science, 19, 125-132.

Fives, H., & Alexander, P. A. (2004). How schools shape teacher efficacy and commitment: Another piece in the achievement puzzle. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited. Volume 4 in: Research on Sociocultural Influences on Motivation and Learning. Greenwich, CT: Information Age Publishing.

Gao, X. (2010). To be or not to be: shifting motivations in Chinese secondary school English teachers’ career narratives. Teacher Development, 14(3), 321-334.

Griva, E., Panitsidou, E, & Chostelidou, E. (2012). Identifying factors of job motivation and satisfaction of foreign language teachers: research project design. Procedia Social and Behavioral Sciences, 46, 543-547.

Gürbüz, H. & Sülün, A. (2004). Türkiye'de biyoloji öğretmenleri ve biyoloji öğretmen adaylarının nitelikleri. Milli Eğitim Dergisi, 161, 193-199.

Hettiarachchi, S. (2013). English Language Teacher Motivation in Sri Lankan Public Schools. Journal of Language Teaching and Research, 4(1), 1-11.

Kassabgy, O., Boraie, D., & Schmidt, R. (2001). Values, Rewards and Job Satisfaction in ESL/EFL. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition.

Khawary, O., & Ali, S. (2015). The causes and effects of English teachers’ turnover: A case from Afghanistan. Improving Schools, 18(1), 20–34.

Kılınç, A. & Mahiroğlu, A. (2009). The attractors of teaching Biology: A perspective from a Turkish context. Australian Journal of Teacher Education, 34(5), 15-39.

Kim, T. Y., & Kim, Y. K. (2015). Initial Career Motives and Demotivation in Teaching English as a Foreign Language: Cases of Korean EFL Teachers. Porta Linguarum, 24, 77-92.

Kiziltepe, Z. (2008). Motivation and demotivation of university teachers. Teachers and Teaching: Theory and Practice, 14, 515-530.

Kocabaş, İ. (2009). The Effects of Sources of Motivation on Teachers' Motivation Levels. Education, 29 (4). 724-733.

Kreishan, L., & Al-Dhaimat, Y. (2015). Motivation and Job Satisfaction among Jordanian Teachers of English. International Journal of Academic Research, 7(1), 236-246.

Li, I., & Yuan, R. (2014). Motivation change of pre-service English teachers: a Hong Kong study. Language, Culture and Curriculum, 27(1), 89-106.

Patrick, B. C., Hisley, J., & Kempler, T. (2002). What’s everybody so excited about?: The effects of teacher enthusiasm on student intrinsic motivation and vitality. Journal of Experimental Education, 68(3), 217-236.

Pennington, M. C., & Riley, P. V. (1991). A survey of job satisfaction in ESL: ESL educators respond to the Minnesota Satisfaction Questionnaire. University of Hawai‘i Working Papers in ESL, 10(1), 37–56.

Porter, L. W., Bigley, G., & Steers, R. M. (2003). Motivation and work behavior. New York: McGraw-Hill.

Solak, E., & Bayar, A. (2014). The Factors Influencing the Motivational Strategy Use of Non-native English Teachers. International Journal of Education and Research, 2(2), 1-12.

Topkaya, E. Z., Uztosun, M. S. (2012). Choosing Teaching as a Career: Motivations of Pre-service English Teachers in Turkey. Journal of Language Teaching and Research, 3(1), 126-134.

Tsutsumi, Rie. (2014). Exploring Japanese university EFL teacher motivation. Journal of Pan-Pacific Association of Applied Linguistics, 18(1), 121-143.

Walker, C. J., & Symons, C. (1997). The meaning of human motivation. In J. L. Bess (Ed.), Teaching well and liking it: Motivating faculty to teach effectively (pp. 3-18). Baltimore, MA: John Hopkins University Press.

Wild, T. C., Enzel, M. E., & Hawkins, W. L. (1992). Effects of perceived extrinsic versus intrinsic teacher motivation on student reactions to skill acquisition. Personality and Social Psychology Bulletin, 19, 245-251.

Wilson, M., & Zhang, H. (2010). Job Satisfaction in a Chinese University Foreign Languages School: An exploratory Case Study. ISEA, 38(3), 99-114.




DOI: https://doi.org/10.26486/jele.v4i2.481

Article Metrics

Abstract view : 679 times

Refbacks

  • There are currently no refbacks.


Copyright of  JELE (Journal of English Language and Education), ISSN 2541-6421 (online), ISSN 2460-7142 (print) Gedung LPPM Universitas Mercu Buana Yogyakarta. 

Kampus I  : Jl. Wates Km. 10 Yogyakarta 55753. Telp: 0274-6498212, 6498211, Fax. 0274-6498213 

Email: [email protected]

 

tumblr counter
Jele View My Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.