The roles of teacher autonomy and personal accountability in explaining Turkish teachers’ job satisfaction
Yazarlar (3)
Doç. Dr. Muhammet Fatih ALKAN
Tokat Gaziosmanpaşa Üniversitesi, Türkiye
Tokat Gaziosmanpaşa Üniversitesi, Türkiye
Tokat Gaziosmanpaşa Üniversitesi, Türkiye
| Makale Türü | Özgün Makale |
| Makale Alt Türü | SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale |
| Dergi Adı | Irish Educational Studies |
| Dergi ISSN | 0332-3315 Wos Dergi Scopus Dergi |
| Dergi Tarandığı Indeksler | SSCI |
| Dergi Grubu | Q2 |
| Makale Dili | Türkçe |
| Basım Tarihi | 04-2025 |
| Sayı | 1 |
| DOI Numarası | 10.1080/03323315.2025.2488810 |
| Makale Linki | https://doi.org/10.1080/03323315.2025.2488810 |
| Özet |
| This study stemmed from the teacher attrition problem and focused on investigating underlying factors of teachers' job satisfaction, which is an assumed element in this global problem. Based on this context, we investigated structural associations among teacher autonomy, personal accountability, and job satisfaction based on the Job Demands-Resources Model, controlling the impacts of background variables. Data collected from 379 teachers working in a low-autonomy--low accountability country were analyzed using structural equation modeling. The results showed that job satisfaction was associated with teacher autonomy and personal accountability. Moreover, personal accountability mediated the relationship between autonomy and satisfaction. Implications for theory, practice, and research were discussed. |
| Anahtar Kelimeler |
| accountability | autonomy | job demands-resources model | Job satisfaction | teachers |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| WoS | 2 |
| SCOPUS | 2 |
| Google Scholar | 5 |