European Journal of Physical Education and Sport Science
ISSN: 2501 - 1235
ISSN-L: 2501 - 1235
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 8 │ 2017
doi: 10.5281/zenodo.884447
THE ORGANIZATIONAL ATTRACTIVENESS AND JOB
SATISFACTION OF INSTRUCTORS OF PHYSICAL EDUCATION
AND SPORTS WHO WORKS IN DIFFERENT REGIONS
Mehmet Dalkılıç1i, Şıhmehmet Yiğit2,
A. Cenk Gürkan3, İbrahim Dalbudak4
Kilis
1
‚ralık University, School of Physical Education and Sports, Turkey
Tekirdağ University, School of Physical Education and Sports, Turkey
2
Gazi University, Health Services Vocational School, Turkey
3
Süleyman Demirel University, University,
4
School of Physical Education and Sports, Turkey
Abstract:
In our research which is made in order to examine the organizational attractiveness and
job satisfaction of instructors of physical education and sports who works in different
regions in terms of different factors, there are 60 instructors who are 12 women and 48
men and have different academic title and work in 7 universities in different regions of
Turkey. According to the variance of academic title of instructors, they ,distribute as 5
associate professor (% 8,5), 18 assistant professor (%30,0), 17 instructors (%28,3), 8
lecturers (% 13,3), 12 research assistant (% 20,0). While choosing of the universities, it is
looked youngest universities and the number of instructors is least. Minessota Job
Satisfaction Scale ,
Form
Organizational ‚ttractiveness
and
Demographic Information
are used. The points which are located of scale dimensions are evaluated
between 1 and 5. According to the test results which are done in order to find out if
there is a meaningful difference in terms of the variances of academic title, age, years of
service, duration of administration, administrative task, lesson hours, marital status of
the averages points of the organizational attractiveness, internal satisfaction, external
satisfaction, general satisfaction of the instructors who participate the research, a
meaningful difference has not been found. There is a weak, positive directional relation
among the internal, external satisfaction and organizational attractiveness. There is a
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
188
Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak
THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF
PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS
weak, positive directional relation between general satisfaction and organizational
attractiveness.
Keywords: instructors, organizational attractiveness, employer attractiveness, job
satisfaction
1. Introduction
In developing countries, due to the need for qualified manpower in different fields of
occupation, value for higher education has been increasing day by day. Besides, the
number of higher education institutions and the teaching staff working in these
institutions are also increasing day by day. It is very important for instructors to
provide job satisfaction and be happy to fulfill their duty out rightly. In 1998,
Sergiovanni and Stratt stated the instructors job satisfaction level s importance by
pointing out the instructors
job satisfaction s correlation with students academic
performances. Nuances occurring when the worker compares his values and which one
of these values becomes fact in what way determine the job satisfaction (Mc Cormic and
Ilgen, 1980). Another definition is that job satisfaction is happiness or unhappiness from
the workers job.
Organizational attractiveness has an important role in the workers workplace
choice. Individuals tend to choose working in workplaces that they think attractive.
‚cademicians and managers search ways to enhance the workers performance and
keep them in the business; and the need for organizational attractiveness has been
increasing in order to accomplish these objectives. As a result of studies conducted in
this context, it has been stated that organizational attractiveness has more influence
than job satisfaction when the worker quits his job. If the worker s expectations overlap
with his values, he abides by the organization and its mission and he provides
satisfaction in his job. It is determined that physical conditions, payment, and reward
system are also important in job satisfaction. Commitment to the organization,
organizational attractiveness is important in providing business continuity. The
workers being in organizational attractiveness is not only important for business
continuity but increasement in productivity of work as well.
2. Organizational Attractiveness
Recently, organizational attractiveness concept has been one of the emphasized topics.
There are different opinions about organizational attractiveness. Tsai and his friends
European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017
189
Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak
THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF
PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS
defined that Organizational attractiveness is the desire for following the work
and accepting offers in that workplace. Organizational attractiveness is the picture of
desire in potential worker s workplace in his brain 5ks(z,
. In order words, it
expresses that organizational attractiveness is effective on the workers applying for a
workplace and it is a situation that significantly effects the decision they are to make
about this topic (Akçay, 2014: 177).
In his study, Öksüz (2012) analyzed the organizational attractiveness in terms of
the candidates and stated factors affecting organizational attractiveness, factors
affecting employer brand as work environment, payment and other material benefits,
career opportunities and development, work and life balance, institution features,
institution culture, product service brand, leadership, management and institutional
social responsibility.
3. Job Satisfaction
Job satisfaction is an emotional effect which occurs in the worker due to worker s values
towards his job and the factors that job embodies to the employer (Oshakgemi, 2000:
331). In other words, job satisfaction is the emotional factor that mental and financial
elements create on the worker (Eren, 2004: 202). In another definition, job satisfaction
has been defined as the situation of feeling likeable and positive incidents in the result
of evaluating job or job experience (Brough and Frame, 2004: 9). It can also be expressed
as the presence of emotional situations that allow individuals to confront what they
enjoy when their eyes are on their work or experience (Luthans, 1992).Job satisfaction
can also be explained as fulfilling the worker s requests about the job within the
workplace limits (Akçamete et. al., 2001).
4. Method
4.1 Population and Sample
In this study which is conducted to determine the job satisfaction levels of physical
training and sports instructors of universities in different regions, descriptive research
design has been used, which is frequently used in social sciences area (Büyüköztürk, Ş.,
Kılıç Çakmak, E, ‚kg(n, 5.E. Karadeniz, Ş. And Demirel, F. 2014).The population of
this study consists of public universities in Turkey. The sample group consists of 12
female and 48 male instructors, who have different academic title, working at 7
universities in different region within academic year of 2015-2016; 60 instructors in
total.
European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017
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Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak
THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF
PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS
Purposeful sampling has been used in selection of universities in sample group
of the research. For this reason, the most recent institutions within the region have been
selected as the organization, particularly for the number of teaching staff. The regions
training instructors for Physical Training and Sports are as follows: Batman University
in Southeastern Anatolia region, Karabük University in Black Sea region, Bitlis Eren
University in Eastern ‚natolia region, ‛alıkesir University in Marmara region, ‚hi
Evran University in Central Anatolia region, Mehmet Akif University in Mediterranean
region, Afyon Kocatepe University in Aegean region.
4.2 Data Collection Tool
In the research; there are demographic information in the first part, in the second part
organizational attractiveness scale, and questions about job satisfaction scale in the
third part. Minnesota Satisfaction Questionnaire (MSQ) which was developed by Weiss
and his friends (1967) was used as a data collection tool for measuring job satisfaction.
The adaptation of the scale into Turkish has been done by Baycan (Baycan, F.A., 1985).
In this research, reliability co-efficient Cronbach alpha of Organizational attractiveness
scale has been found as 0,671; reliability co-efficient of job satisfaction scale has been
found as 0,883.
4.3 Statistical Analysis of the Data
The collected data has been analyzed by using SPSS (Statistical Package for Social
Sciences) for Windows 22.0 program. In data evaluation, number, percentage, mean,
standard deviation has been used as descriptive statistical methods. Point of scale
dimensions have been evaluated between 1 and 5. This gap has 4 points width. By equal
dividing this width into 5, each width has been interpreted as follows: 1.00- .
low ,
.
-
.
low ,
.
-
.
middle ,
.
- .
(http://www.istatistikanaliz.com/faktor_analizi.asp).
high ,
Man
.
- .
Whitney-U
very
very high
Test
for
comparing quantitative continuous data between two independent groups, and
Kruskall Whallis Test have been used for comparing more than two independent
groups. In order to determine the difference after the Kruskall Whallis Test, Man
Whitney-U Test has been used as adjunct. Spearman Correlation and regression
analysis have been used between continuous variables of the research. The gathered
findings have been evaluated at %95 confidence interval, and %5 significance level.
5. Findings and Commentary
European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017
191
Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak
THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF
PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS
Table 1: Range of Teaching Staff s Descriptive Features
Tables
School Worked
Gender
Academic Title
Age
Year of Service
Duration of Administration
Administrative Task
Lesson Hours
Marital Status
Groups
Frequency (n)
Percentage (%)
Bitlis Eren University
7
11,7
Karabük University
7
11,7
Batman University
10
16,7
Afyon University
8
13,3
Balıkesir University
8
13,3
Burdur University
6
10,0
Kırşehir University
14
23,3
Total
60
100,0
Male
48
80,0
Female
12
20,0
Total
60
100,0
Associate Professor
5
8,3
Assistant Professor
18
30,0
Instructor
17
28,3
Lecturer
8
13,3
Research Assistant
12
20,0
Total
60
100,0
20-30
16
26,7
31-40
27
45,0
+ 40
17
28,3
Total
60
100,0
1-5 years
25
41,7
6-10 years
7
11,7
11-15 years
16
26,7
+ 15 years
12
20,0
Total
60
100,0
None
32
53,3
1-3 Years
17
28,3
+ 3 Years
11
18,3
Total
60
100,0
Yes
22
36,7
No
38
63,3
Total
60
100,0
0
4
6,7
0-15
17
28,3
16-20
4
6,7
21-25
10
16,7
26-30
25
41,7
Total
60
100,0
Married
43
71,7
Single
17
28,3
Total
60
100,0
European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017
192
Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak
THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF
PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS
According to the school variable, 7 (11,7%) of the teaching staff were from Bitlis
Eren University, 7 (11,7%) were from Karabük University, 10 (16,7%) were from Batman
University, 8 (13,3) Afyon University, 8 (13,3%) Balikesir University, 6 (10,0%) Burdur
University and
, % Kırşehir University.
According to gender variable, 48 (%80,0) of the teaching staff were male, 12
(%20,0) of them were female.
According to academic title variable, 5 (%8,3) of the teaching staff were Associate
Professors, 18 (%30,0) were Assistant Professors, 17 (28,3) were instructors, 8 (%13,3)
were lecturers, and 12 (%20,0) were Research Assistants.
According to age variable, 16 (%26,7) of the teaching staff were 20-30, 27 (%45,0)
were 31-40, 17 (%28,3) were over 40.
According to year of service variable, 25 (%41,7) of the teaching staff were 1-5
years, 7 (%11,7) were 6-10 years, 16 (%26,7) were 11-15 years, 12 (%20,0) were over 15
years.
According to duration of administration variable, 32 (%53,3) of the teaching staff
were none, 17 (%28,3) were 1-3 years, 11 (%18,3) were over 3 years.
According to administrative task variable, 22 (%36,7) of the teaching staff were
yes, 38 (%63,3) of them were no.
According to hours of lesson variable, 4 (%6,7) of the teaching staff were 0, 17
(%28,3) were 0-15, 4 (%6,7) were 16-20, 10 (%16,7) were 21-25, and 25 (%41,7) were 26-30
hours.
According to marital status variable, 43 (%71,7) of the teaching staff were
married, 17 (%28,3) of them were single.
Table 2: Teaching Staff s Correlation ‛etween Perceived Organizational ‚ttractiveness and
Job Satisfaction Levels
Mean
Standard
Deviation
Organizational
Attractiveness
Intrinsic
Satisfaction
Extrinsic
Satisfaction
Organizational
Attractiveness
3,450
0,732
1,000
Intrinsic
Satisfaction
4,201
0,442
0,375**
1,000
Extrinsic
Satisfaction
3,683
0,656
0,456**
0,689**
1,000
General
Satisfaction
3,994
0,485
0,452**
0,920**
0,918**
General
Satisfaction
1,000
Participating teaching staff s organizational attractiveness level has been determined
as high
,
± ,
satisfaction level high
intrinsic satisfaction level very high
,
± ,
,
± ,
extrinsic
general satisfaction level high (3,994 ± 0,485).
European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017
193
Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak
THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF
PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS
It has been stated that there is a significant positive weak correlation between
intrinsic satisfaction and organizational satisfaction (r=0.375; p=0,003<0.05). It has been
stated that there is a significant weak positive correlation between extrinsic satisfaction
and organizational attractiveness (r=0.456; p=0,000<0.05). It has been stated that there is
a significant positive medium correlation between intrinsic satisfaction and extrinsic
satisfaction (r=0.689; p=0,000<0.05). It has been stated that there is a significant weak
positive correlation between general satisfaction and organizational satisfaction
(r=0.452; p=0,000<0.05). It has been stated that there is a significant positive high
correlation between general satisfaction and intrinsic satisfaction (r=0.92; p=0,000<0.05).
It has been stated that there is a significant positive high correlation between general
satisfaction and extrinsic satisfaction (r=0.918; p=0,000<0.05).
Table 3: Perceived Organizational ‚ttractiveness s Effect on Job Satisfaction
Dependent Variable
Independent Variable
ß
t
p
F
Model (p)
R2
Intrinsic
Stable Organizational
3,421
13,203
0,000
9,465
0,003
0,125
Satisfaction
Satisfaction
0,226
3,077
0,003
Extrinsic
Stable Organizational
2,272
6,149
0,000
15,229
0,000
0,194
Satisfaction
satisfaction
0,409
3,902
0,000
General
Stable Organizational
2,962
10,824
0,000
14,871
0,000
0,190
Satisfaction
satisfaction
0,299
3,856
0,000
Regression analysis which is conducted to determine the cause effect relationship
between organizational satisfaction and intrinsic satisfaction has been found statistically
significant (F=9,465; p=0,003<0.05). As determinant of intrinsic satisfaction level, it has
been seen that its correlation with organizational satisfaction variables (explanatory
power) is weak (R2= ,
. The teaching staff s organizational satisfaction level increases
intrinsic satisfaction level (ß=0,226).
Regression analysis which is conducted to determine the cause effect relationship
between organizational satisfaction and extrinsic satisfaction has been found
statistically significant (F=15,229; p=0,000<0.05). As determinant of extrinsic satisfaction
level, it has been seen that its correlation with organizational satisfaction variables
(explanatory power) is weak (R2= ,
. The teaching staff s organizational satisfaction
level increases extrinsic satisfaction level (ß=0,409).
Regression analysis which is conducted to determine the cause effect relationship
between organizational satisfaction and general satisfaction has been found statistically
significant (F=14,871; p=0,000<0.05). As determinant of general satisfaction level, it has
been seen that its correlation with organizational satisfaction variables (explanatory
European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017
194
Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak
THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF
PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS
power) is weak (R2= ,
. The teaching staff s organizational satisfaction level increases
general satisfaction level (ß=0,299).
Table 4: Teaching Staff s Perceived Organizational Satisfaction and
Job Satisfaction Level s Comparison with Descriptive Features
Demographic
Features
School Worked
BitlisEren U
Karabük U
Batman U
Afyon U
Balıkesir U
Burdur U
Kırşehir U
χ²KW=
p=
n
7
7
10
8
8
6
14
Organizational
Satisfaction
Intrinsic
Satisfaction
Extrinsic
Satisfaction
Median
31,790(3,750)
23,710(3,250)
27,650(3,250)
29,060(3,500)
28,440(3,500)
25,580(3,125)
39,390(3,875)
5,704
0,457
Median
27,570(4,083)
37,570(4,417)
31,550(4,292)
16,880(3,917)
23,310(4,000)
27,670(4,250)
40,790(4,458)
12,718
0,048
Median
23,210(3,500)
40,290(4,250)
35,450(3,938)
17,380(3,313)
27,310(3,500)
20,750(3,563)
39,210(4,000)
14,467
0,025
3>4, 7>4, 7>5
(p<0.05)
2>4, 3>4, 7>4,
7>6 (p<0.05)
Median
30,540(3,500)
30,330(3,375)
286,000/-0,037
0,970
Median
28,170(4,167)
39,830(4,500)
176,000/-2,078
0,038
Median
28,500(3,750)
38,500(4,000)
192,000/-1,781
0,075
Median
28,110(3,925)
40,040(4,275)
173,500/-2,118
0,034
Median
28,800(3,250)
28,110(3,500)
29,970(3,500)
41,380(3,750)
28,290(3,125)
3,741
0,442
Median
30,300(4,333)
31,640(4,375)
28,820(4,167)
27,810(4,000)
33,040(4,417)
0,683
0,953
Median
32,000(4,000)
28,500(3,875)
34,120(3,875)
28,620(3,563)
29,000(3,813)
1,192
0,879
Median
30,500(4,200)
29,750(3,975)
31,760(3,950)
28,060(3,925)
31,460(4,200)
0,315
0,989
Median
28,780(3,250)
30,040(3,500)
32,850(3,500)
0,489
0,783
Median
29,160(4,292)
34,540(4,333)
25,350(3,917)
3,038
0,219
Median
29,470(3,813)
33,940(3,875)
26,000(3,500)
2,251
0,324
Median
29,190(4,075)
34,500(4,150)
25,380(3,750)
2,972
0,226
Median
33,600(3,500)
27,570(3,250)
26,940(3,375)
30,500(3,500)
1,671
0,643
Median
33,440(4,417)
36,140(4,417)
28,310(4,125)
24,000(3,917)
3,379
0,337
Median
35,960(4,000)
31,860(3,875)
25,340(3,688)
25,210(3,438)
5,019
0,170
Median
34,660(4,200)
35,860(4,200)
26,250(3,900)
24,380(3,725)
4,508
0,212
İleri Test (MWU)=
Gender
Male
Female
MWU/Z=
p=
Academic Title
Assoc. Prof.
Asst. Prof
Instructor
Lecturer
Res Asst.
χ²KW=
p=
Age
20-30
31-40
+ 40
χ²KW=
p=
Year of Service
1-5 years
6-10 years
11-15 years
Over 15 years
χ²KW=
p=
48
12
5
18
17
8
12
16
27
17
25
7
16
12
European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017
General Satisfaction
Median
24,860(3,950)
40,070(4,400)
33,750(4,175)
17,060(3,675)
25,310(3,800)
21,080(3,825)
40,890(4,275)
15,350
0,018
7 > 1, 2 > 4, 3 > 4, 7 >
4, 7 > 5, 2 > 6, 7 > 6
(p<0.05)
195
Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak
THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF
PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS
Duration of
Administration
None
1-3 years
Over 3 years
χ²KW=
p=
32
17
11
Administrative
Task
Yes
No
MWU/Z=
p=
22
38
Hours of Lesson
0
0-15
16-20
21-25
26-30
χ²KW=
p=
4
17
4
10
25
Marital Status
Married
Single
MWU/Z=
p=
43
17
Median
Median
Median
Median
33,720(3,750)
30,880(3,500)
20,550(3,000)
4,728
0,094
30,660(4,208)
34,090(4,333)
24,500(3,917)
2,034
0,362
31,420(3,875)
31,650(3,875)
26,050(3,375)
0,885
0,643
31,140(4,100)
32,470(4,050)
25,590(3,750)
1,131
0,568
Median
Median
Median
Median
29,250(3,500)
31,220(3,500)
390,500/-0,425
0,671
35,110(4,417)
27,830(4,125)
316,500/-1,563
0,118
33,500(3,875)
28,760(3,750)
352,000/-1,016
0,310
34,160(4,225)
28,380(3,975)
337,500/-1,236
0,216
Median
35,380(3,625)
27,710(3,250)
46,620(4,250)
28,300(3,500)
29,920(3,500)
4,398
0,355
Median
49,120(4,708)
33,880(4,417)
32,250(4,208)
21,500(3,917)
28,540(4,167)
8,262
0,082
Median
36,380(3,813)
36,000(4,000)
28,880(3,750)
23,250(3,563)
28,980(3,625)
4,117
0,390
Median
45,120(4,300)
35,290(4,250)
29,620(4,025)
22,700(3,775)
28,160(3,900)
6,551
0,162
Median
29,860(3,500)
32,120(3,500)
338,000/-0,454
0,650
Median
30,520(4,167)
30,440(4,250)
364,500/-0,016
0,987
Median
29,650(3,750)
32,650(4,000)
329,000/-0,601
0,548
Median
30,240(3,950)
31,150(4,100)
354,500/-0,181
0,857
5.1 School Worked
According to the results of Kruskal Wallis H-Test which is conducted to determine
whether there is a significant difference between the mean scores of internal satisfaction
scores and schools worked variable of the teaching staff participating in the research,
the difference between means of the group has been found significant Χ²KW =
,
,p
= 0.048 <0.05).Mann Whitney U test has been applied in order to determine which group
originated the difference. Accordingly, intrinsic satisfaction scores of Batman University
teaching staff(4,217±0,336) has been found higher than worked school Afyon
University s
,
± ,
. Worked school Kırşehir University s teaching staff s intrinsic
satisfaction scores (4,464±0,448) is higher than Afyon University s 3,875±0,327). Worked
school Kırşehir University s teaching staff s intrinsic satisfaction scores
higher than ‛alıkesir University s
,
± ,
,
± ,
is
.
According to the results of Kruskall Wallis H-Test which is conducted to
determine whether extrinsic satisfaction score means of the teaching staff show a
European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017
196
Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak
THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF
PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS
significant difference in terms of school worked variable, the difference between the
mean scores of group has been found significant χ²KW=14,467; p=0.025<0.05).Mann
Whitney U test has been applied in order to determine which group originated the
difference. ‚ccordingly, school worked Karab(k University s teaching staff s extrinsic
satisfaction scores (4,054±0,586) is higher than Afyon University s
,
± ,
worked ‛atman University s teaching staff s extrinsic satisfaction scores
are higher than ‚fyon University
,
± ,
teaching staff s extrinsic satisfaction scores
University s
,
± ,
. School
,
± ,
. School worked Kırşehir University s
3,982±0,745) are higher than Afyon
. School worked Kırşehir University s teaching staff s extrinsic
satisfaction scores (3,982±0,745), are higher than Burdur University s
,
± ,
.
According to the results of Kruskall Wallis H-Test which is conducted to
determine whether extrinsic satisfaction score means of the teaching staff show a
significant difference in terms of school worked variable, the difference between the
mean scores of group has been found significant χ²KW=15,350; p=0.018<0.05).Mann
Whitney U test has been applied in order to determine which group originated the
difference. ‚ccordingly, school worked Kırşehir University s teaching staff s general
satisfaction scores (4,271±0,536) is higher than Bitlis Eren University s
,
± ,
.
School worked Karab(k University s teaching staff s general satisfaction scores
,
± ,
are higher than ‚fyon University s
teaching staff s general satisfaction scores
,
,
± ,
± ,
. ‛atman University s
is higher than Afyon
University s (3,650±0,330). Kırşehir University s teaching staff s general satisfaction
scores (4,271±0,536), have been found higher than Afyon University s
,
± ,
.
Kırşehir University s teaching staff s general satisfaction scores (4,271±0,536) have been
found higher than Balıkesir University s
,
± ,
. Karab(k University s teaching
staff s general satisfaction scores (4,257±0,488) have been found higher than Burdur
University s
,
± ,
. Kırşehir University s teaching staff s general satisfaction
scores (4,271±0,536) have been found higher than Burdur University s teaching staff
general satisfaction scores (3,750±0,469).
According to the results of tests which are conducted to determine whether mean
of organizational attractiveness scores of participating teaching staff show a significant
difference in terms of school worked variable, difference between means of group have
not been found significant (p>0,05).
5.1 Gender
According to the results of Mann Whitney U Test which is conducted to determine
whether intrinsic satisfaction score means of the teaching staff show a significant
difference in terms of gender variable, the difference between the mean scores of groups
European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017
197
Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak
THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF
PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS
has been found significant (MWU=176,000; p=0.038<0.05). Intrinsic satisfaction scores of
male participants x= ,
, have been found lower than female s intrinsic satisfaction
scores(x=4,424).
According to the results of Mann Whitney U Test which is conducted to
determine whether general satisfaction score means of the teaching staff participating in
the research show a significant difference in terms of gender variable, the difference
between the mean scores of groups has been found significant(MWU=173,500;
p= .
< .
. Males general satisfaction scores x= ,
females scores x= ,
have been found lower than
.‚ccording to the results of tests which are conducted to
determine whether mean of organizational attractiveness, extrinsic satisfaction scores of
participating teaching staff show a significant difference in terms of school worked
variable, difference between means of group have not been found significant (p>0,05).
According to the results of the test which are conducted to determine whether
there is a meaningful difference in terms of organizational attractiveness, intrinsic
satisfaction, extrinsic satisfaction, general satisfaction scores of academic staff
participating in the research in terms of academic title, age, year of service, duration of
administration, administrative task, marital status variables, the difference between
the means of group scores have not been found significant (p>0,05).
6. Discussion/Result/Suggestion
The level of "organizational attractiveness" of the teaching staff participating in the
research is high and "general satisfaction" is high. According to the findings obtained
from the research, the job satisfaction of academic staff did not differ in terms of
academic title, age, years of service, administration period, administrative duty, class
hours, marital status. These results are in agreement with the results of some research
conducted on the job satisfaction of the teaching staff Kasapoğlu,
Musalvediğ.,
Yıldızvediğ.,
Oran,
5ncel,
Çetinkanat,
Esen,
Karlıdağvediğ.,
Heller vediğ.,
.When married and single teaching staff are compared to
each other, while singles can spend more time on their business and academic
development, married ones seem to earn more in terms of the social support they
receive and the total monthly income that goes into their homes ‛ilge vediğ.,
.In
some studies, the level of job satisfaction of single teaching staff has been found higher
than that of married Dalkılıç,
Ergin 1993). Although marital status has been
considered to have a high correlation with job satisfaction (Clark, 1996), there are some
findings in literature that contradict with correlation of job satisfaction and marital
status. The means of organizational attractiveness and extrinsic satisfaction scores of the
European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017
198
Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak
THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF
PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS
teaching staff have not been found significant in terms of gender variable. Men's
intrinsic satisfaction, general satisfaction scores have been found lower than women's
intrinsic satisfaction scores. The findings that are obtained from studies analyzing
teaching staff s job satisfaction according to gender do not show parallelism to each
other. In some studies, while women s job satisfaction levels were found higher
Hodson,
Kelly,
in other studies, men s job satisfaction levels were found
higher (Mccaslinve Mwangi, 1994; Friesen, Holdawayve Rice, 1983; Varca, Shaffer ve
McCauley,
Dalkılıç, 2014).Herzberg's work based on two factorial theories showed
that all motivating factors outside responsibility increased women's job satisfaction,
while extrinsic hygienic factors caused dissatisfaction. Some studies have shown that
there is no difference in the job satisfaction of male and female teaching staff. Women
teaching staff are seen to have conditions that are more equal with men who are similar
to those who do not work or with women working in other sectors. For this reason, the
job satisfaction of men and women may not be different (‛ilge vediğ.,
.
Kırşehir University s teaching staff s intrinsic satisfaction score have been found
high. ‚fyon University s intrinsic satisfaction scores have been found low. Karab(k
University s extrinsic satisfaction score have been found high. ‛urdur University s
extrinsic satisfaction score have been found low. The highest general satisfaction score
mean belongs to Kırşehir University, which means it belongs to Central Anatolia
Region, the following is Karabük University in Black Sea Region, university with the
lowest general satisfaction scores belong to Afyon University in Aegean Region. The
findings in another study do not show parallelism with findings in our study. It is
emphasized that the academic staff working in the Marmara Region had the highest job
satisfaction, followed by the Southeastern Anatolia Region and the lowest job
satisfaction score was the academic staff working in the Mediterranean Region Dalkılıç,
2014).
It is thought that the life comfort of teaching staff in Kırşehir University has a
positive effect on the job satisfaction. In the study conducted by Ay and ‚vşaroğlu
(2010), the findings overlap with our findings. There is a weak positive correlation
between intrinsic satisfaction and organizational satisfaction. There is a weak positive
correlation between extrinsic satisfaction and organizational satisfaction. There is a
medium positive correlation between extrinsic satisfaction and intrinsic satisfaction.
There is a weak positive correlation between general satisfaction and organizational
attractiveness. There is a high positive correlation between general satisfaction and
intrinsic satisfaction. There is a very high correlation between general satisfaction and
extrinsic satisfaction. The teaching staff s organizational attractiveness organization
attraction) increases intrinsic satisfaction, extrinsic satisfaction and general satisfaction.
European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017
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Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak
THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF
PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS
The workers evaluate their position in the institution positively in terms of
organizational attractiveness and for this reason; it is possible to say that the
relationship between person and institution is positive. Subsequent researchers can
work on similar studies comparative organizational behavioral variables by expanding
the target population of the study.
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PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS
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