İngilizce öğretim görevlilerinin rol stresörleri ve bunların iş doyumlarına etkisi: Yükseköğretim bağlamında fenomenolojik bir çalışma

Higher education institutions are complex organizations where role stressors easily occur due to their interdependent and interrelated nature. As the effectiveness of universities primarily depend on academic staff, their job satisfaction is just as important. Being a key member of universities, EFL instructors are mainly responsible for providing effective English language teaching in higher education. The purpose of this research is to show how EFL instructors experience their roles in higher education with respect to their job satisfaction and offer suggestions for higher education administrators and policy makers. In this phenomenological research, semi-structured interviews were carried out with 15 participants to explore how EFL instructors at foundation universities experience their roles and responsibilities in higher education in relation their job satisfaction. The results of the study demonstrate that instructors experience role stressors due to organizational practices and interpersonal factors, which negatively impact their job satisfaction. As having competent academic staff is directly related to the quality of education offered at universities, higher education leaders and policy makers should develop strategies to eliminate role conflict and role ambiguity of EFL instructors and improve the level of their job satisfaction.