SavedAdd your journal

Journals / Kastamonu Üniversitesi Kastamonu Eğitim Dergisi / 2017 / Cilt: 25 - Sayı: 1

Music Teachers' Personalities and Their Job Satisfactions in Turkey

Türkiye'deki Müzik Öğretmenlerin Kişilikleri ve İş Tatminleri

Deniz Beste ÇEVİK KILIÇ
Pages
435–454
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In addition, as a result of analysis conducted to examine the relationship between job satisfaction and personality types, Emotional instability/Növrotizm and Openness points by persons in job satisfaction it has a positive and statistically significant relationship.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study was to measure the satisfaction of professional music teachers in Turkey and to examine its relationship with satisfaction of the people.
📊
Key Findings & Data:The study included 120 music teachers working in various parts of Turkey participated.
💡
Conclusion & Impact:In addition, as a result of analysis conducted to examine the relationship between job satisfaction and personality types, Emotional instability/Növrotizm and Openness points by persons in job satisfaction it has a positive and statistically significant relationship.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The aim of this study was to measure the satisfaction of professional music teachers in Turkey and to examine its relationship with satisfaction of the people. Big five model of personality is the theoretical framework of the study. The study included 120 music teachers working in various parts of Turkey participated. Results also music teachers Extroversion, Conscientiousness and Openness high double points; Neuroticism intermediate points; Agreeableness is the size of points is revealed to be low. In addition, as a result of analysis conducted to examine the relationship between job satisfaction and personality types, Emotional instability/Növrotizm and Openness points by persons in job satisfaction it has a positive and statistically significant relationship.

Özet

Bu çalışmanın amacı, Türkiye'deki müzik öğretmenlerinin mesleklerinden tatminlerini ölçmek ve kişiliğin tatmin düzeyi ile olan ilişkisini incelemektir. Beş faktörlü kişilik modeliçalışmanın teorik çerçevesini oluşturmaktadır. Çalışmaya, Türkiye'nin çeşitli yerlerinde görev yapan 120 müzik öğretmeni katılmıştır. Sonuçlar da, müzik öğretmenlerinin Extroversion (Dışadönüklük), Conscientiousness (Sorumluluk) ve Openness (Deneyime Açıklık) kişilik puanlarının yüksek; Neuroticism (Duygusal Dengesizlik/Növrotizm)puanın orta düzey; Agreeableness (Yumuşak başlılık) boyutunun puanının ise düşük olduğu ortaya çıkarılmıştır. Buna ilaveten, kişilik tiplerinin mesleki tatmin ile olan ilişkisini incelemek amacı ile yapılan analiz sonucunda, Duygusal Dengesizlik/Növrotizm ve Deneyime Açıklık kişilik puanları ile mesleki tatmin arasında istatistiki olarak pozitif yönlü ve anlamlı bir ilişki bulunmaktadır.

🔖

Cite This Article

KILIÇ, D. B. Ç. (2022). Music Teachers' Personalities and Their Job Satisfactions in Turkey. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, Cilt: 25 - Sayı: 1, 435–454. https://ajindex.com/articles/571830

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (8)

  1. Bacanlı, H., İlhan, T., Aslan, S. (2009). Beş Faktör Kuramına Dayalı Bir Kişilik Ölçeğinin Geliştirilmesi: Sıfatlara Dayalı Kişilik Testi (SDKT). Türk Eğitim Bilimleri Dergisi, 7(2), 261-279.
  2. Barrick, M. R. & Mount, M. K. (1991). The Big Five Personality Dimensions and Job Per- formance: A Meta-analysis. Personnel Psychology, 44 (1), 1-26.
  3. Can, Y.& Soyer, F. (2008). Beden Eğitimi Öğretmenlerinin Sosyo-Ekonomik Beklentileri ile İş Tatmini Arasındaki İlişki. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 28 (1), 61-74.
  4. Chamorro-Premuzic, T.& Furnham, A. (2007). Personality and music: Can traits explain how people use music in everyday life? British Journal of Psychology, 98, 175-185.
  5. Cockburn, A. D.& Haydn, T. (2004). Recruiting and retaining teachers: Understanding why teachers teach. London, England: Routledge Falmer. Çevik, B. (2011). Personality self-perceptions of Turkish music pre-service teachers in relation to departmental satisfaction. International Journal of Music Education, 29, 212-228. doi:10.1177/0255761410396282. Çevik, B., Perkmen, S., Alkan, M. &Shelley, M. (2013). Who Should Study Music Education? A Vocational Personality Approach, Music Education Research, 15 (3), 341-356. DOI: 1080/14613808.2013.788140. Dawis, R. V.& Lofquist, L. H. (1984). A psychological theory of work adjustment. Minneapolis: University of Minnesota Press.
  6. Dormann, C.& Zapf, D. (2001). Job satisfaction: A meta-analysis of stabilities. Journal of Organiza- tional Behavior, 22, 483-504. doi: 10.1002/job.98 Erbes, R. L. (1982).Music teacher education: Toward the twenty-first century. In R. Colwell (ed.), Symposium in music education. Urbana, IL: University of Illinois. Greenberg, J.& Baron, R. A. (1995). Behaivor in Organizations: Understanding and Managing The Human Side of Work, Prentice-Hall, U.S.A. Guenole, N.& Chernyshenko, O. S. (2005). The suitability of Goldberg's Big Five IPIP personality markers in New Zealand: A dimensionality, bias and criterion validity evaluation. New Zealand Journal of Psychology, 34, 86-96.
  7. Hackman, J. R. Oldham, G. R. (1980).
  8. Work Redesign, Addison-Wesley Publishing Company Re- ading, Massachusetts, California. pp. 284. Hallam, S. (2006). Music Psychology in Education. London: Institute of Education, Uni- versity of London. Herzberg, F. (1966). The Theory of Motivational and Maintenance Needs, Arizona State University. Ilies, R.& Judge, T.A. (2002). Understanding the dynamic relationships among personality, mood and job satisfaction: a field