Araştırma Makalesi
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The Effect of Mindful Awareness and Professionalism to the Organizational Outcomes

Yıl 2021, Cilt: 2021 Sayı: 16, 114 - 137, 27.04.2021

Derya Eker Ayhan Aydın

https://doi.org/10.46778/goputeb.851233

Öz

This research aims to test the theoretical models formed to explain structural relations between the perceptions of academicians of mindful awareness, professionalism, job satisfaction, and organizational commitment. For this purpose, three structural models were formed based on the literature review and tested. The population of the research involves the academicians who were working in the public universities within Eskisehir province during the 2018-2019 academic year. The study group consists of 899 academicians who were selected by using a disproportionate cluster sampling method within three universities. The research data were collected through the Mindful Awareness Scale, Academicians’ Professionalism Scale; the Job Satisfaction Scale and Organizational Commitment Scale. Correlation analysis was used to analyze the data, explanatory and confirmatory factor analysis was carried out to determine the structural validity of the scales, and Path analysis was used to test the structural equation models. The third model of the study was validated and it was observed that academicians’ mindful awareness affects professionalism positively, professionalism affects job satisfaction positively and job satisfaction affects organizational commitment positively. It was observed that academicians’ mindful awareness perceptions affect job satisfaction and organizational commitment perceptions via professionalism perceptions. It is necessary to raise the awareness of academic staff in the fields of conscious awareness and professionalism and to support their professional development institutionally in this process. Qualitative and quantitative studies can be conducted to examine the status of conscious awareness and professionalism in different educational institutions and to evaluate the relationship of these concepts with other organizational outcomes.

Anahtar Kelimeler

Mindful awareness Professionalism Job satisfaction Organizational commitment

Kaynakça

  • Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R. ve Katz, D. A. (2013). The protective effects of mindfulness against burnout among educators. Psychology of Education Review, 37(2), 57-69.
  • Agho, A. O., Mueller, C. W. ve Price, J. L. (1993). Determinants of employee job satisfaction: An empirical test of a causal model. Human Relations, 46(8), 1007-1027.
  • Altınkurt, Y. ve Yılmaz, K. (2014). Öğretmenlerin mesleki profesyonelliği ile iş doyumları arasındaki ilişki. Sakarya University Journal of Education, 4(2), 57-71.
  • Aydın, A. (2015). Eğitim politikası. Ankara: Pegem Akademi.
  • Baer, R. A., Smith G. T. ve Allen, K. B. (2004). Assessment of mindfulness by self-report the Kentucky inventory of mindfulness skills. Assessment, 11(3), 191-206.
  • Bartol, K. M. (2017). Professionalism as a predictor of organizational commitment, role stress, and turnover: A multidimensional approach. Academy of Management Journal, 22(4), 815-821.
  • Başkan, G. A. (2001). Türkiye’de yükseköğretimin gelişimi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 21(1), 21-32.
  • Becker, H. S. (1960). Notes on the concept of commitment. American Journal of Sociology, 66(1), 32-40.
  • Bollen, K. A. (1989). A new incremental fit index for general structural equation models. Sociological Methods and Research, 17(3), 303-316.
  • Browne, M. W. ve Cudeck, R. (1993). Alternative ways of assessing model fit. Sage Focus Editions, 154, 136-136.
  • Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). New York: Taylor and Francis.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2017). Bilimsel araştırma yöntemleri. Ankara: Pegem.
  • Charoensukmongkol, P. (2013). The contributions of mindfulness meditation on burnout, coping strategy, and job satisfaction: Evidence from Thailand. Journal of Management &Organization, 19(5), 544-558.
  • Cheng Y. C. (1996). Relation between teachers' professionalism and job attitudes, educational outcomes, and organizational factors. The Journal of Educational Research, 89(3), 163-171, DOI: 10.1080/00220671.1996.9941322
  • Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55, 1019-1031.
  • Curry, J. P., Wakefield, D. S., Price, J. L. ve Mueller, C. W. (1986). On the causal ordering of job satisfaction and organizational commitment. Academy of Management Journal, 29(4), 847-858.
  • Davis, K. (1982). İşletmelerde insan davranışı. İstanbul: İstanbul Üniversitesi Yayını.
  • Demirel, Y. (2009). Örgütsel bağlılık ve üretkenlik karşıtı davranışlar arasındaki ilişkiye kavramsal yaklaşım. İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi, 8(15), 115-132.
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London: Sage.
  • Firestone, W. A. ve Pennell, J. R. (1993). Teacher commitment, working conditions and differential incentive policies. Review of Educational Research, 63(4), 489-525.
  • Flook, L., Goldberg, S. B., Pinger, L., Bonus, K. ve Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182-195.
  • Fortney, L., Luchterhand, C., Zakletskaia, L., Zgierska, A. ve Rakel, D. (2013). Abbreviated mindfulness intervention for job satisfaction, quality of life, and compassion in primary care clinicians: A pilot study. The Annals of Family Medicine, 11(5), 412-420.
  • Fraenkel, J. R. ve Wallen. N. E. (2006). How to design and evaluate research in education. New York: Mc Grawal Hill.
  • Gold, E., Smith, A., Hopper, I., Herne, D., Tansey, G. ve Hulland, C. (2010). Mindfulness-based stress reduction (MBSR) for primary school teachers. Journal of Child and Family studies, 19(2), 184-189.
  • Güleryüz, G., Güney, S., Aydin, E. M. ve As, Ö. (2008). The mediating effect of job satisfaction between emotional intelligence and organizational commitment of nurses: A questionnaire survey. International Journal of Nursing Studies, 45(11), 1625-1635.
  • Hall, R. H. (1967, Ağustos). Components of professionalization. Amerika Sosyoloji Birliği Yıllık Toplantısı’nda sunuldu, San Francisco, California.
  • Hall, D. T., Schneider, B. ve Nygren, H. T. (1970). Personal factors in organizational identification. Administrative Science Quarterly, 176-190.
  • Hamburg, M. (1995). Basic statistics: A modern approach. New York: Harcourt, Brace Jovanovich.
  • Han, Y. H., Sohn, I. S., Park, K. O. ve Kang, K. H. (2010). The relationships between professionalism, job involvement, organizational commitment and turnover intention among clinical nurses. Journal of Korean Clinical Nursing Research, 16(2), 17-31.
  • Havas, A. (2008). Devising futures for universities in a multi-level structure: A methodological experiment. Technological Forecasting & Social Change, 75, 558–582.
  • Healy, C. M. ve McKay, M. F. (2000). Nursing stress: The effects of coping strategies and job satisfaction in a sample of Australian nurses. Journal of Advanced Nursing, 31(3), 681-688.
  • Huang, P. H. (2015). How improving decision-making and mindfulness can improve legal ethics and professionalism, Journal of Law, Business and Ethics, 21, 35-76.
  • Hu, L. T. ve Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Hulsheger, U. R., Alberts, H. J., Feinholdt, A. ve Lang, J. W. (2013). Benefits of mindfulness at work: the role of mindfulness in emotion regulation, emotional exhaustion, and job satisfaction. Journal of Applied Psychology, 98(2), 310.
  • Ismail, H. A. K., Coetzee, N., Du Toit, P., Rudolph, E. C. ve Joubert, Y. T. (2013). Towards gaining a competitive advantage: The relationship between burnout, job satisfaction, social support and mindfulness. Journal of Contemporary Management, 10(1), 448-464.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi kavramlar ilkeler teknikler. Ankara: Nobel.
  • Kline, R. B. (2005). Principle and practice of structural equation modeling. New York: Guilford.
  • Locke, E. A. (1970). Job satisfaction and job performance: A theoretical analysis. Organizational Behavior and Human Performance, 5(5), 484-500.
  • Lok, P. ve Crawford, J. (1999). The relationship between commitment and organizational culture, subculture, leadership style and job satisfaction in organizational change and development. Leadership and Organization Development Journal, 20(7), 365-374.
  • Lok, P. ve Crawford, J. (2001). Antecedents of organizational commitment and the mediating role of job satisfaction. Journal of Managerial Psychology, 16(8), 594-613.
  • Lovas, J. G., Lovas, D. A. ve Lovas, P. M. (2008). Mindfulness and professionalism in dentistry. Journal of Dental Education, 72(9), 998-1009.
  • Ludmerer, K. M. (1999). Instilling professionalism in medical education. Jama, 282(9), 881–882. doi:10.1001/jama.282.9.881
  • Marginson, S. (2000). Rethinking academic work in the global era. Journal of Higher Education Policy and Management, 22(1), 23-35.
  • McCormick, E. J. ve Ilgen, D. (1980). Industrial psychology. New Jersey: Prentice Hall.
  • Moorman, R. H., Niehoff, B. P. ve Organ, D. W. (1993). Treating employees fairly and organizational citizenship behavior: Sorting the effects of job satisfaction, organizational commitment, and procedural justice. Employee Responsibilities and Rights Journal, 6(3), 209-225.
  • Neuman, W. L. ve Robson, K. (2007). Basics of social research: Qualitative and quantitative approaches. Power, 48, 48.
  • Nguni, S., Sleegers, P. ve Denessen, E. (2006). Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case. School Effectiveness and School Improvement, 17(2), 145-177.
  • Nixon, J., Marks, A., Rowland, S. ve Walker, M. (2010). Towards a new academic professionalism: a manifesto of hope. British Journal of Sociology of Education, 22(2), 227-244.
  • Norris, D. R. ve Niebuhr, R. E. (1984). Professionalism, organizational commitment and job satisfaction in an accounting organization. Accounting, Organizations and Society, 9(1), 49-59.
  • Pearson, L. C. ve Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 38-54.
  • Pollard, G. (1995). Job satisfaction among newsworkers: The influence of professionalism, perceptions of organizational structure, and social attributes. Journalism and Mass Communication Quarterly, 72(3), 682-697.
  • Rasmussena, E., Moenb, O. ve Gulbrandsenc, M. (2006). Initiatives to promote commercialization of university knowledge. Technovation, 26, 518–533.
  • Roeser, R. W., Skinner, E., Beers, J. ve Jennings, P. A. (2012). Mindfulness training and teachers' professional development: An emerging area of research and practice. Child Development Perspectives, 6(2), 167-173.
  • Scarbrough, C. S. (2005). Aspects of school mindfulness and dimensions of faculty trust: Social processes in elementary school. Yayımlanmamış doktora tezi. The University of Texas, San Antonio.
  • Schappe, S. P. (1998). The influence of job satisfaction, organizational commitment, and fairness perceptions on organizational citizenship behavior. The Journal of Psychology, 132(3), 277-290.
  • Schumacker, R. E. ve Lomax, R. G. (1996). A beginner’s guide to structural equation modeling. New Jersey: Erlbaum.
  • Sejjaaka, S. K. ve Kaawaase, T. K. (2014). Professionalism, rewards, job satisfaction and organizational commitment amongst accounting professionals in Uganda. Journal of Accounting in Emerging Economies, 4(2), 134-157.
  • Shafer, W. E., Park, L. J. ve Liao, W. M. (2002). Professionalism, organizational-professional conflict and work outcomes: A study of certified management accountants. Accounting, Auditing & Accountability Journal, 15(1), 46-68.
  • Smadov, S. (2006). İş doyumu ve örgütsel bağlılık: Özel sektörde bir uygulama. Yayımlanmamış doktora tezi. Dokuz Eylül Üniversitesi, Sosyal Bilimler Enstitüsü, İzmir.
  • Svensson, L. G. (2003). The quest for professionalism and the dialectic of individualism and collectivism in work organisations. Knowledge, Work & Society, 1(1), 107-129.
  • Tabachnick, B. ve Fidell, L. (2013). Using multivariate statistics, 6th International Edition. Boston: Mass.
  • Tanaka, J. S. ve Huba, G. J. (1985). A fit index for covariance structure models under arbitrary GLS estimation. British Journal of Mathematical and Statistical Psychology, 38(2), 197-201.
  • Tett, R. P. ve Meyer, J. P. (1993). Job satisfaction, organizational commitment, turnover intention, and turnover: path analyses based on meta‐analytic findings. Personnel Psychology, 46(2), 259-293.
  • Vaculik, M., Vytásková, J., Procházka, J. ve Zalis, L. (2016). Mindfulness, job satisfaction and job performance: Mutual relationships and moderation effect. International Scientific Conference Economics and Management, 21, 148-156.
  • Voci, A., Veneziani, C. A. ve Metta, M. (2016). Affective organizational commitment and dispositional mindfulness as correlates of burnout in health care professionals. Journal of Workplace Behavioral Health, 31(2), 63-70.
  • Vogus, T. J. ve Sutcliffe, K. M. (2012). Organizational mindfulness and mindful organizing: A reconciliation and path forward. Academy of Management Learning & Education, 11(4), 722-735.
  • Wang, S. J. (2007). Mindfulness meditation: Its personal and professional impact on psychotherapists. The Sciences and Engineering, 67(7), 4122.
  • Wongtongkam, N., Krivokapic-Skoko, B., Duncan, R. ve Bellio, M. (2017). The influence of a mindfulness-based intervention on job satisfaction and work-related stress and anxiety. International Journal of Mental Health Promotion, 19(3), 134-143.

Öğretim Elemanlarının Bilinçli Farkındalıklarının ve Profesyonelliklerinin Örgütsel Çıktılara Etkisi

Yıl 2021, Cilt: 2021 Sayı: 16, 114 - 137, 27.04.2021

Derya Eker Ayhan Aydın

https://doi.org/10.46778/goputeb.851233

Öz

Bu araştırmanın amacı öğretim elemanlarının bilinçli farkındalık, profesyonellik, iş doyumu ve örgütsel bağlılık algıları arasındaki yapısal ilişkileri gösteren teorik modelleri sınamaktır. Bu amaçla bilinçli farkındalık, profesyonellik, iş doyumu ve örgütsel bağlılık ile ilgili alanyazından yararlanılarak oluşturulan üç model sınanmıştır. Araştırma evrenini, 2018-2019 eğitim-öğretim yılında Eskişehir’deki devlet üniversitelerinde görev yapan öğretim elemanları oluşturmaktadır. Araştırmanın çalışma grubu, oransız küme örnekleme yöntemiyle seçilmiş, 3 farklı üniversitede görev yapan 899 öğretim elemanından oluşmaktadır. Araştırmanın verileri Bilinçli Farkındalık Ölçeği, bu araştırma içinde araştırmacı tarafından geliştirilen Akademisyenler için Profesyonellik Ölçeği, İş Doyumu Ölçeği ve Örgütsel Bağlılık Ölçeği ile toplanmıştır. Verileri çözümlemek için korelasyon, ölçeklerin yapı geçerliklerini belirlemek için açımlayıcı ve doğrulayıcı faktör analizi ve oluşturulan yapısal eşitlik modellerinin test edilmesi amacıyla yol analizinden faydalanılmıştır. Oluşturulan alternatif modeller içerisinde üçüncü yapısal modelin doğrulanması sonucunda öğretim elemanlarının bilinçli farkındalık algılarının profesyonellik algılarını olumlu yönde etkilediği, profesyonellik algılarının iş doyumu algılarını olumlu yönde etkilediği, iş doyumu algılarının da örgütsel bağlılık algılarını olumlu yönde etkilediği sonucuna ulaşılmıştır. Ayrıca öğretim elemanlarının bilinçli farkındalık algılarının, profesyonellik algıları üzerinden iş doyumu algılarını ve örgütsel bağlılık algılarını olumlu yönde etkilediği görülmüştür. Öğretim elemanlarının bilinçli farkındalık ve profesyonellik alanlarında bilinçlendirilmeleri ve bu süreçte kurumsal olarak mesleki gelişimlerinin desteklenmesi gereklidir. Pozitif örgütsel davranış alanında değer kazanan bilinçli farkındalık ve profesyonellik kavramlarının farklı düzeydeki eğitim kurumlarındaki durumunun incelenmesine ve bu kavramların diğer örgütsel çıktılarla ilişkilerinin değerlendirilmesine yönelik nitel ve nicel çalışmalar yapılabilir.

Anahtar Kelimeler

Profesyonellik Bilinçli farkındalık İş doyumu Örgütsel bağlılık

Kaynakça

  • Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R. ve Katz, D. A. (2013). The protective effects of mindfulness against burnout among educators. Psychology of Education Review, 37(2), 57-69.
  • Agho, A. O., Mueller, C. W. ve Price, J. L. (1993). Determinants of employee job satisfaction: An empirical test of a causal model. Human Relations, 46(8), 1007-1027.
  • Altınkurt, Y. ve Yılmaz, K. (2014). Öğretmenlerin mesleki profesyonelliği ile iş doyumları arasındaki ilişki. Sakarya University Journal of Education, 4(2), 57-71.
  • Aydın, A. (2015). Eğitim politikası. Ankara: Pegem Akademi.
  • Baer, R. A., Smith G. T. ve Allen, K. B. (2004). Assessment of mindfulness by self-report the Kentucky inventory of mindfulness skills. Assessment, 11(3), 191-206.
  • Bartol, K. M. (2017). Professionalism as a predictor of organizational commitment, role stress, and turnover: A multidimensional approach. Academy of Management Journal, 22(4), 815-821.
  • Başkan, G. A. (2001). Türkiye’de yükseköğretimin gelişimi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 21(1), 21-32.
  • Becker, H. S. (1960). Notes on the concept of commitment. American Journal of Sociology, 66(1), 32-40.
  • Bollen, K. A. (1989). A new incremental fit index for general structural equation models. Sociological Methods and Research, 17(3), 303-316.
  • Browne, M. W. ve Cudeck, R. (1993). Alternative ways of assessing model fit. Sage Focus Editions, 154, 136-136.
  • Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). New York: Taylor and Francis.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2017). Bilimsel araştırma yöntemleri. Ankara: Pegem.
  • Charoensukmongkol, P. (2013). The contributions of mindfulness meditation on burnout, coping strategy, and job satisfaction: Evidence from Thailand. Journal of Management &Organization, 19(5), 544-558.
  • Cheng Y. C. (1996). Relation between teachers' professionalism and job attitudes, educational outcomes, and organizational factors. The Journal of Educational Research, 89(3), 163-171, DOI: 10.1080/00220671.1996.9941322
  • Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55, 1019-1031.
  • Curry, J. P., Wakefield, D. S., Price, J. L. ve Mueller, C. W. (1986). On the causal ordering of job satisfaction and organizational commitment. Academy of Management Journal, 29(4), 847-858.
  • Davis, K. (1982). İşletmelerde insan davranışı. İstanbul: İstanbul Üniversitesi Yayını.
  • Demirel, Y. (2009). Örgütsel bağlılık ve üretkenlik karşıtı davranışlar arasındaki ilişkiye kavramsal yaklaşım. İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi, 8(15), 115-132.
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London: Sage.
  • Firestone, W. A. ve Pennell, J. R. (1993). Teacher commitment, working conditions and differential incentive policies. Review of Educational Research, 63(4), 489-525.
  • Flook, L., Goldberg, S. B., Pinger, L., Bonus, K. ve Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182-195.
  • Fortney, L., Luchterhand, C., Zakletskaia, L., Zgierska, A. ve Rakel, D. (2013). Abbreviated mindfulness intervention for job satisfaction, quality of life, and compassion in primary care clinicians: A pilot study. The Annals of Family Medicine, 11(5), 412-420.
  • Fraenkel, J. R. ve Wallen. N. E. (2006). How to design and evaluate research in education. New York: Mc Grawal Hill.
  • Gold, E., Smith, A., Hopper, I., Herne, D., Tansey, G. ve Hulland, C. (2010). Mindfulness-based stress reduction (MBSR) for primary school teachers. Journal of Child and Family studies, 19(2), 184-189.
  • Güleryüz, G., Güney, S., Aydin, E. M. ve As, Ö. (2008). The mediating effect of job satisfaction between emotional intelligence and organizational commitment of nurses: A questionnaire survey. International Journal of Nursing Studies, 45(11), 1625-1635.
  • Hall, R. H. (1967, Ağustos). Components of professionalization. Amerika Sosyoloji Birliği Yıllık Toplantısı’nda sunuldu, San Francisco, California.
  • Hall, D. T., Schneider, B. ve Nygren, H. T. (1970). Personal factors in organizational identification. Administrative Science Quarterly, 176-190.
  • Hamburg, M. (1995). Basic statistics: A modern approach. New York: Harcourt, Brace Jovanovich.
  • Han, Y. H., Sohn, I. S., Park, K. O. ve Kang, K. H. (2010). The relationships between professionalism, job involvement, organizational commitment and turnover intention among clinical nurses. Journal of Korean Clinical Nursing Research, 16(2), 17-31.
  • Havas, A. (2008). Devising futures for universities in a multi-level structure: A methodological experiment. Technological Forecasting & Social Change, 75, 558–582.
  • Healy, C. M. ve McKay, M. F. (2000). Nursing stress: The effects of coping strategies and job satisfaction in a sample of Australian nurses. Journal of Advanced Nursing, 31(3), 681-688.
  • Huang, P. H. (2015). How improving decision-making and mindfulness can improve legal ethics and professionalism, Journal of Law, Business and Ethics, 21, 35-76.
  • Hu, L. T. ve Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Hulsheger, U. R., Alberts, H. J., Feinholdt, A. ve Lang, J. W. (2013). Benefits of mindfulness at work: the role of mindfulness in emotion regulation, emotional exhaustion, and job satisfaction. Journal of Applied Psychology, 98(2), 310.
  • Ismail, H. A. K., Coetzee, N., Du Toit, P., Rudolph, E. C. ve Joubert, Y. T. (2013). Towards gaining a competitive advantage: The relationship between burnout, job satisfaction, social support and mindfulness. Journal of Contemporary Management, 10(1), 448-464.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi kavramlar ilkeler teknikler. Ankara: Nobel.
  • Kline, R. B. (2005). Principle and practice of structural equation modeling. New York: Guilford.
  • Locke, E. A. (1970). Job satisfaction and job performance: A theoretical analysis. Organizational Behavior and Human Performance, 5(5), 484-500.
  • Lok, P. ve Crawford, J. (1999). The relationship between commitment and organizational culture, subculture, leadership style and job satisfaction in organizational change and development. Leadership and Organization Development Journal, 20(7), 365-374.
  • Lok, P. ve Crawford, J. (2001). Antecedents of organizational commitment and the mediating role of job satisfaction. Journal of Managerial Psychology, 16(8), 594-613.
  • Lovas, J. G., Lovas, D. A. ve Lovas, P. M. (2008). Mindfulness and professionalism in dentistry. Journal of Dental Education, 72(9), 998-1009.
  • Ludmerer, K. M. (1999). Instilling professionalism in medical education. Jama, 282(9), 881–882. doi:10.1001/jama.282.9.881
  • Marginson, S. (2000). Rethinking academic work in the global era. Journal of Higher Education Policy and Management, 22(1), 23-35.
  • McCormick, E. J. ve Ilgen, D. (1980). Industrial psychology. New Jersey: Prentice Hall.
  • Moorman, R. H., Niehoff, B. P. ve Organ, D. W. (1993). Treating employees fairly and organizational citizenship behavior: Sorting the effects of job satisfaction, organizational commitment, and procedural justice. Employee Responsibilities and Rights Journal, 6(3), 209-225.
  • Neuman, W. L. ve Robson, K. (2007). Basics of social research: Qualitative and quantitative approaches. Power, 48, 48.
  • Nguni, S., Sleegers, P. ve Denessen, E. (2006). Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case. School Effectiveness and School Improvement, 17(2), 145-177.
  • Nixon, J., Marks, A., Rowland, S. ve Walker, M. (2010). Towards a new academic professionalism: a manifesto of hope. British Journal of Sociology of Education, 22(2), 227-244.
  • Norris, D. R. ve Niebuhr, R. E. (1984). Professionalism, organizational commitment and job satisfaction in an accounting organization. Accounting, Organizations and Society, 9(1), 49-59.
  • Pearson, L. C. ve Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 38-54.
  • Pollard, G. (1995). Job satisfaction among newsworkers: The influence of professionalism, perceptions of organizational structure, and social attributes. Journalism and Mass Communication Quarterly, 72(3), 682-697.
  • Rasmussena, E., Moenb, O. ve Gulbrandsenc, M. (2006). Initiatives to promote commercialization of university knowledge. Technovation, 26, 518–533.
  • Roeser, R. W., Skinner, E., Beers, J. ve Jennings, P. A. (2012). Mindfulness training and teachers' professional development: An emerging area of research and practice. Child Development Perspectives, 6(2), 167-173.
  • Scarbrough, C. S. (2005). Aspects of school mindfulness and dimensions of faculty trust: Social processes in elementary school. Yayımlanmamış doktora tezi. The University of Texas, San Antonio.
  • Schappe, S. P. (1998). The influence of job satisfaction, organizational commitment, and fairness perceptions on organizational citizenship behavior. The Journal of Psychology, 132(3), 277-290.
  • Schumacker, R. E. ve Lomax, R. G. (1996). A beginner’s guide to structural equation modeling. New Jersey: Erlbaum.
  • Sejjaaka, S. K. ve Kaawaase, T. K. (2014). Professionalism, rewards, job satisfaction and organizational commitment amongst accounting professionals in Uganda. Journal of Accounting in Emerging Economies, 4(2), 134-157.
  • Shafer, W. E., Park, L. J. ve Liao, W. M. (2002). Professionalism, organizational-professional conflict and work outcomes: A study of certified management accountants. Accounting, Auditing & Accountability Journal, 15(1), 46-68.
  • Smadov, S. (2006). İş doyumu ve örgütsel bağlılık: Özel sektörde bir uygulama. Yayımlanmamış doktora tezi. Dokuz Eylül Üniversitesi, Sosyal Bilimler Enstitüsü, İzmir.
  • Svensson, L. G. (2003). The quest for professionalism and the dialectic of individualism and collectivism in work organisations. Knowledge, Work & Society, 1(1), 107-129.
  • Tabachnick, B. ve Fidell, L. (2013). Using multivariate statistics, 6th International Edition. Boston: Mass.
  • Tanaka, J. S. ve Huba, G. J. (1985). A fit index for covariance structure models under arbitrary GLS estimation. British Journal of Mathematical and Statistical Psychology, 38(2), 197-201.
  • Tett, R. P. ve Meyer, J. P. (1993). Job satisfaction, organizational commitment, turnover intention, and turnover: path analyses based on meta‐analytic findings. Personnel Psychology, 46(2), 259-293.
  • Vaculik, M., Vytásková, J., Procházka, J. ve Zalis, L. (2016). Mindfulness, job satisfaction and job performance: Mutual relationships and moderation effect. International Scientific Conference Economics and Management, 21, 148-156.
  • Voci, A., Veneziani, C. A. ve Metta, M. (2016). Affective organizational commitment and dispositional mindfulness as correlates of burnout in health care professionals. Journal of Workplace Behavioral Health, 31(2), 63-70.
  • Vogus, T. J. ve Sutcliffe, K. M. (2012). Organizational mindfulness and mindful organizing: A reconciliation and path forward. Academy of Management Learning & Education, 11(4), 722-735.
  • Wang, S. J. (2007). Mindfulness meditation: Its personal and professional impact on psychotherapists. The Sciences and Engineering, 67(7), 4122.
  • Wongtongkam, N., Krivokapic-Skoko, B., Duncan, R. ve Bellio, M. (2017). The influence of a mindfulness-based intervention on job satisfaction and work-related stress and anxiety. International Journal of Mental Health Promotion, 19(3), 134-143.
Toplam 68 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Derya Eker 0000-0001-5776-2848

Ayhan Aydın Bu kişi benim 0000-0002-0528-7245

Yayımlanma Tarihi 27 Nisan 2021
Gönderilme Tarihi 31 Aralık 2020
Kabul Tarihi 31 Mart 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 2021 Sayı: 16

Kaynak Göster

APA Eker, D., & Aydın, A. (2021). Öğretim Elemanlarının Bilinçli Farkındalıklarının ve Profesyonelliklerinin Örgütsel Çıktılara Etkisi. Uluslararası Türk Eğitim Bilimleri Dergisi, 2021(16), 114-137. https://doi.org/10.46778/goputeb.851233
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