The Relationship Between Secondary School Teachers’ Commitment to Their Profession and Their Subjective Well-Being

Muammer Gökbudak; Nuri Akgün

Makale detayları

The Relationship Between Secondary School Teachers’ Commitment to Their Profession and Their Subjective Well-Being

Yazarlar:

Muammer Gökbudak | Nuri Akgün

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Eğitimin Psikolojik Temelleri

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 3, pp.2048-2067

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357490

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 This study sought to explore the connection between professional dedication and the subjective well-being of secondary school teachers in the city center of Bolu. The research utilized a relational screening model, a quantitative research method, and involved a population of 749 teachers employed in public secondary schools under the Bolu Provincial Directorate of National Education during the 2021-2022 academic year, with 337 teachers participating in the study. Data collection tools included a personal information form, the Teacher Subjective Well-Being Scale, and the Dedication to Teaching Profession Scale. Spearman Rho correlation analysis was performed to assess the relationship between the scales. The findings indicated that teachers dedication to their profession was rated at the levels of Strongly Agree and Agree across the scale, particularly in the sub-dimensions of commitment to the profession, dedication to students, and devoted work. The results revealed a significant and high-level relationship. Regarding the subjective well-being of teachers, the overall scale and the school engagement sub-dimensions were rated as Frequently, while the teaching efficacy sub-dimension was rated as Almost always. These results were also found to be significant and high. An examination of the Spearman Rho coefficients indicated a moderately significant relationship between teachers professional dedication and their subjective well-being. Although the scale results were high, in-service training could be beneficial for teachers to sustain this status. It is essential that teachers dedication and subjective well-being remain at the highest levels.

 This study sought to explore the connection between professional dedication and the subjective well-being of secondary school teachers in the city center of Bolu. The research utilized a relational screening model, a quantitative research method, and involved a population of 749 teachers employed in public secondary schools under the Bolu Provincial Directorate of National Education during the 2021-2022 academic year, with 337 teachers participating in the study. Data collection tools included a personal information form, the Teacher Subjective Well-Being Scale, and the Dedication to Teaching Profession Scale. Spearman Rho correlation analysis was performed to assess the relationship between the scales. The findings indicated that teachers dedication to their profession was rated at the levels of Strongly Agree and Agree across the scale, particularly in the sub-dimensions of commitment to the profession, dedication to students, and devoted work. The results revealed a significant and high-level relationship. Regarding the subjective well-being of teachers, the overall scale and the school engagement sub-dimensions were rated as Frequently, while the teaching efficacy sub-dimension was rated as Almost always. These results were also found to be significant and high. An examination of the Spearman Rho coefficients indicated a moderately significant relationship between teachers professional dedication and their subjective well-being. Although the scale results were high, in-service training could be beneficial for teachers to sustain this status. It is essential that teachers dedication and subjective well-being remain at the highest levels.

 This study sought to explore the connection between professional dedication and the subjective well-being of secondary school teachers in the city center of Bolu. The research utilized a relational screening model, a quantitative research method, and involved a population of 749 teachers employed in public secondary schools under the Bolu Provincial Directorate of National Education during the 2021-2022 academic year, with 337 teachers participating in the study. Data collection tools included a personal information form, the Teacher Subjective Well-Being Scale, and the Dedication to Teaching Profession Scale. Spearman Rho correlation analysis was performed to assess the relationship between the scales. The findings indicated that teachers dedication to their profession was rated at the levels of Strongly Agree and Agree across the scale, particularly in the sub-dimensions of commitment to the profession, dedication to students, and devoted work. The results revealed a significant and high-level relationship. Regarding the subjective well-being of teachers, the overall scale and the school engagement sub-dimensions were rated as Frequently, while the teaching efficacy sub-dimension was rated as Almost always. These results were also found to be significant and high. An examination of the Spearman Rho coefficients indicated a moderately significant relationship between teachers professional dedication and their subjective well-being. Although the scale results were high, in-service training could be beneficial for teachers to sustain this status. It is essential that teachers dedication and subjective well-being remain at the highest levels.

 Bu araştırmada Bolu il merkezinde çalışan ortaöğretim öğretmenlerinin mesleklerine adanmışlıkları ile öznel iyi oluş durumları arasındaki ilişkinin belirlenmesi amaçlanmıştır. Nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılan bu araştırmanın evrenini, Bolu il merkezinde 2021-2022 öğretim yılında Bolu İl Milli Eğitim Müdürlüğüne bağlı kamuya ait ortaöğretim okullarında çalışan 749 öğretmen oluşturmuştur, bu öğretmenlerden ise 337si araştırmaya katılmıştır. Araştırmada veri toplama aracı olarak kişisel bilgi formu, Öğretmen Öznel İyi Oluş Ölçeği ve Öğretmenlik Mesleğine Adanmışlık Ölçeği kullanılmıştır. Ölçekler arasındaki ilişkiyi belirlemek için Spearman Rho korelasyon analizi gerçekleştirilmiştir. Araştırma sonucunda; öğretmenlerin mesleklerine adanmışlıkları ölçek genelinde, mesleğe bağlılık, öğrencilere adanma ve özverili çalışma alt boyutlarında Kesinlikle Katılıyorum ve Katılıyorum düzeyinde tespit edilmiştir. Sonuçlar, anlamlı ve yüksek düzeyde bir ilişki olduğunu göstermektedir. Öğretmenlerin öznel iyi oluş durumları için yapılan araştırmada elde edilen veriler; ölçek geneli ve okul bağlılığı alt boyutlarında Sık sık, öğretim yeterliliği alt boyutunda ise Neredeyse her zaman düzeyinde tespit edilmiştir, sonuçların anlamlı ve yüksek düzeyde olduğu tespit edilmiştir. Öğretmenlerin mesleğine adanmışlık ve öznel iyi oluş durumları arasındaki ilişkiyi değerlendirmek için yapılan Spearman Rho katsayıları incelendiğinde, ölçekler arasında orta seviyede anlamlı bir ilişki olduğu tespit edilmiştir. Ölçeklerden alınan sonuçlar yüksek çıksa da bu durumun devamı için öğretmenlere hizmetiçi eğitimler düzenlenebilir. Öğretmenlerin adanmışlık ve öznel iyi oluşları her zaman en üst düzeyde olmalıdır.

Makale detayları

The Relationship Between Secondary School Teachers’ Commitment to Their Profession and Their Subjective Well-Being

Yazarlar:

Muammer Gökbudak | Nuri Akgün

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Eğitimin Psikolojik Temelleri

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 3, pp.2048-2067

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357490

pISSN:

1303-0493

Correlation

Dedication to the teaching profession

High school teacher

Subjective wellbeing.Korelasyon

Ortaöğretim öğretmeni

Öğretmenlik mesleğine adanmışlık

Öznel iyi oluş.

Sayı

Makale detayları

Yazarlar: Muammer Gökbudak | Nuri Akgün

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Eğitimin Psikolojik Temelleri

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 3, pp.2048-2067

Belge Tipi: Makale

Yayın Tarihi: 9/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001357490

pISSN: 1303-0493

Sayı

Yazarlar:

Muammer Gökbudak | Nuri Akgün

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Eğitimin Psikolojik Temelleri

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 3, pp.2048-2067

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357490

pISSN:

1303-0493