ROLE STRESSORS OF EFL INSTRUCTORS IN RELATION TO THEIR JOB SATISFACTION: A PHENOMENOLOGICAL STUDY IN HIGHER EDUCATION CONTEXT

Download

10363979.pdf

Date

2021-9

Author

Güneyli, Duygu

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

301
views

267
downloads

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.

Subject Keywords

EFL instructors, role stressors, job satisfaction, English language teaching in higher education

URI

https://hdl.handle.net/11511/92122

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Gender representations and gender bias in elt textbooks published in the Middle East : a case study of elt textbooks published in Turkey and Iran Skliar, Olga S; Eröz Tuğa, Betil; Department of English Language Teaching (2007) In addition to general knowledge on the official curriculum subjects, including the English language, schools convey multiple cultural and ideological meanings, playing a significant role in the processes of socialization and cultural reproduction. The function of school textbooks as powerful agents of socialization is realized through the texts and visuals in the content. Locally issued ELT materials, written in English by local authors, comprise a combination of local and foreign social meanings. Positive...
Academic Mobbing in Relation to Leadership Practices: A New Perspective on an Old Issue Erdemir, Burcu; Demir, Cennet Engin; Ocal, Julide Yildirim; Kondakçı, Yaşar (Informa UK Limited, 2020-01-01) Constant pressures emanating from internal and external environments of the academy have resulted in many changes, one of which is the workplace mobbing, an old issue for the broader field of organization science but a relatively new phenomenon in the academic context. This study investigated the relationship between workplace mobbing and academic leadership and the results indicated that the more positive leadership there is in an institution, the less mobbing behaviors are observed.
Job Satisfaction of Expatriate EFL Teachers in Turkish Private K-12 Schools: A Phenomenological Inquiry Metaj, Xhana; Eröz Tuğa, Betil; Department of English Language Teaching (2022-9) With the increase in global mobility in the teaching profession and the rising number of expatriate EFL teachers, it is important to study this group’s experiences in the host country. This thesis study aimed to investigate the job satisfaction of expatriate EFL teachers in the Turkish private K-12 system. The study was carried out with 4 participants coming from the United States, Canada, and Albania and living and working in Ankara during the 2021-2022 academic year. To reach the objectives, outlined in t...
Personal Factors Predicting College Student Success Aydin, Gokcen (Ani Publishing and Consulting Company, 2017-01-01) Purpose: With the changing perspective in modern education systems, success means more than grades and includes emotional, social, cognitive, and academic development. The aim of this study was to investigate the role of personal factors (academic self-efficacy, organization and attention to study, time utilization, classroom communication, stress and emotional components, student involvement with college life) in predicting student success. Method: Three hundred and seventeen college students participated ...
Prospective English teachers' views on the physical environment, human resources, and program of their departments Eret, Esra; Ok, Ahmet (Springer Science and Business Media LLC, 2010-12-01) The quality of teacher education, in general, is affected from a number of variables such as physical environment of the institutions, instructor quality, the curriculum implemented, administrative support, and others. As the input of the system, the perspectives of the students on those variables also influence the direction and the quality of the education taking place in the colleges of education. Regarding this, the purpose of the present study is to identify and compare the perspectives of fourth-year ...

Citation Formats

D. Güneyli, “ROLE STRESSORS OF EFL INSTRUCTORS IN RELATION TO THEIR JOB SATISFACTION: A PHENOMENOLOGICAL STUDY IN HIGHER EDUCATION CONTEXT,” M.S. - Master of Science, Middle East Technical University, 2021.