Türkiye'de İngilizce öğretim görevlilerinin örgütsel bağlılık, tükenmişlik ve iş tatminlerine ilişkin bir yapısal eşitlik modellemesi araştırması

In the modern world, similar to any other kind of organization, universities need to sustain their existence and be competitive; however, it is not possible to reach these aims without the contribution of individuals. Apparently, it is crucial to ensure the peace and happiness of the employees in a workplace since other sources of organizations can only be activated by human resources. In Turkish universities, the School/Department of Foreign Languages and the Turkish instructors of English (henceforth English instructors or Turkish EFL instructors) working at these schools have a significant mission which is preparing students for their future career and contributing their academic skills by teaching them English. In spite of their important mission, the professional identity, problems, and status of English instructors have been neglected in the literature. Thus, the current dissertation appeared in response to a niche for English instructors' job-related feelings. This study has a two-fold purpose. The first one is to report the English instructors' organizational commitment, burnout, and job satisfaction levels at the tertiary level in the Turkish context in order to reflect the general situation in the country. The other one is to investigate the possible direct and indirect relationships among the main constructs by testing a hypothesized model through the use of structural equation modelling (SEM). The current dissertation employs questionnaires as quantitative research techniques with the aim of reaching as many English instructors as possible. An e-mail which includes a link for the online questionnaires and an explanation for the participants was sent to the e-mail addresses of randomly chosen 4.400 English instructors from various universities. At the end of the data collection process, 426 English instructors from (at least) 98 different universities participated in the study. The data were analysed with SPSS 20 and LISREL programs. The overall results indicated that Turkish EFL instructors were slightly committed to their organizations and revealed some signs of burnout, but there was a lack of a severe case. In addition, English instructors felt slightly satisfied with the intrinsic factors, which involved the main elements of being a teacher but felt neutral about extrinsic (contextual) factors. As for the second purpose of this study, a two-step approach was adopted. Firstly, in order to ensure the validity of the questionnaires, a measurement model was specified, and then a structural model was specified to investigate interrelations among latent constructs spontaneously, including the measurement errors. The SEM analysis verified the hypothesized model and put forward that there is a strong, positive relationship between organizational commitment and job satisfaction, yet there is a mediocre negative relationship between organizational commitment and burnout. Finally, there is a negative relationship between burnout and job satisfaction. Additionally, considering the R2 values, it was found out that organizational commitment explains 22% variance of the burnout; organizational commitment and burnout explains 59% variance of job satisfaction; organizational commitment has a total effect of 0.74 on job satisfaction. Thus, the hypothesized relations were found to be significant, and organizational commitment, burnout, and job satisfaction significantly affect each other at a considerable level. The implications were discussed.