THE RELATIONSHIP BETWEEN OCCUPATIONAL PROFESSIONALISM AND WORK-LIFE BALANCE OF TEACHERS

Dr. Kürşad Yılmaz
Dumlupınar University

Dr. Yahya Altınkurt
Muğla Sıtkı Koçman University

Abstract

The purpose of this research is to determine the relationship between teachers’ occupational professionalism and their work-life balance. The sample of this survey model research is comprised of 412 teachers working in the province of Aydın, Turkey. Research data was collected using the Work-Life Balance Scale and Teachers’ Occupational Professionalism Scale. Descriptive statistics, t-test, ANOVA and Pearson correlation coefficient were used to analyze the data. Based on the findings, teachers’ occupational professionalism of teachers is high level. The highest contribution of teachers among occupational professionalism dimensions are professional awareness, contribution to organization, emotional labor, and professional development. Teachers’ opinions about personal development and contribution to organization differ according to gender; their opinions about contribution to organization differ according to subject matter; their opinions about emotional labor and contribution to organization differ according to the school type; and their opinions about personal development, emotional labor and total score for occupational professionalism in general differ according to seniority. Teachers feel a higher degree of conflict for work-family conflict of work-life balance, compared to family-work conflict. Teachers’ opinions about work-life balance do not differ according to gender, subject matter and seniority, yet their opinions of work-family conflict and family-work conflict dimensions change according to the school type, and according to the educational level of the work-family conflict level. There are low level and negative relationships between teachers’ occupational professionalism and work-life balances.

Keywords

Occupational professionalism, Work-life balance, Work-family conflict.

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