Universal Journal of Educational Research Vol. 4(12A), pp. 112 - 118
DOI: 10.13189/ujer.2016.041314
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Teachers' Views Regarding Workaholism and Occupational Professionalism


Şenay Sezgin Nartgun 1,*, Serkan Ekinci 2, Hayrettin Tukel 3, İbrahim Limon 2
1 Departmentof Educational Sciences, Faculty of Education, Abant Izzet Baysal University, Turkey
2 Institute of Educational Sciences, Abant Izzet Baysal University, Turkey
3 Ministry of National Education, Turkey

ABSTRACT

While educational organizations are in the pursuit of survival, they also feel existing and increasing public and environmental pressures. To overcome these pressures requires employees who can respond to these pressures. This also leads the employees to work harder and necessitates them to be more enduring and responsive. If such teachers are working in schools where occupational professionalism is high, they respect to the expertise of their colleagues, work in cooperation, strive for effective teaching and are quite eager to do their job [42]. To have morally sound generations is possible with teachers carrying out their occupations professionally, as well [27]. For these reasons, teachers' being professional may result in workaholism. Workaholics feel obliged to work, not because of external demands or pleasure in work, but because of inner pressures that make the person distressed and guilty about not working [38]. In this respect, the aim of this study is to determine the relationship between teachers' opinions about workaholism and occupational professionalism. The population of the study conducted in relational screening model consists of 218 high school teachers who work in Nevşehir province during the education year of 2015-2016. Workaholism and Occupational Professionalism scales were used as data collection tools. Means and standard deviations were calculated and correlation analysis was conducted to analyze the data. The findings indicate that teachers' opinions about occupational professionalism are "Agree". While the scores for the subscales of 'professional awareness' and 'emotional labor' are the highest, the scores for the sub dimension of 'personal development' and 'contribution to organization' are the lowest. On the other hand, the average score for workaholism and its sub dimension are 'Agree'. This means that teachers perceive themselves as being workaholics.

KEYWORDS
Professionalism, Workaholism, Teacher, School

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Şenay Sezgin Nartgun , Serkan Ekinci , Hayrettin Tukel , İbrahim Limon , "Teachers' Views Regarding Workaholism and Occupational Professionalism," Universal Journal of Educational Research, Vol. 4, No. 12A, pp. 112 - 118, 2016. DOI: 10.13189/ujer.2016.041314.

(b). APA Format:
Şenay Sezgin Nartgun , Serkan Ekinci , Hayrettin Tukel , İbrahim Limon , (2016). Teachers' Views Regarding Workaholism and Occupational Professionalism. Universal Journal of Educational Research, 4(12A), 112 - 118. DOI: 10.13189/ujer.2016.041314.