The facets of job satisfaction among vice-principals in elementary schools

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dc.authoridÖzer, Niyazi/0000-0001-7745-6645
dc.authoridBeycioglu, Kadir/0000-0003-0385-3087
dc.authorwosidÖzer, Niyazi/C-6402-2013
dc.authorwosidBeycioglu, Kadir/I-6632-2016
dc.contributor.authorBeycioglu, Kadir
dc.contributor.authorOzer, Niyazi
dc.contributor.authorUgurlu, Celal Tayyar
dc.date.accessioned2024-08-04T20:36:00Z
dc.date.available2024-08-04T20:36:00Z
dc.date.issued2012
dc.departmentİnönü Üniversitesien_US
dc.description.abstractPurpose - Literature on vice-principals that aims to get a better understanding of their roles, role perceptions in school management, and their attitudes towards school management have revealed that the vice-principalship is one of the least researched and least discussed. The purpose of this paper is to explore the facets of job satisfaction among Turkish vice-principals. Design/methodology/approach - Data were collected via a survey administered to 159 vice-principals working for elementary schools in a city in the eastern part of Turkey and results were gathered by May 2010. A two-part survey questionnaire was used to elicit responses from vice-principals. The instrument consists of 31 items and asks respondents to indicate the extent of their agreement with each of the items on a four-point Likert scale. In this study items were designed as a five-point scale. There is a section to collect personal information. It was included together with an item asking for their career orientation. Findings - The results confirmed that the job satisfaction of vice-principals had four job facets: professional commitment, sense of synchrony, sense of efficacy, and level of personal challenge. The results showed that the facets of sense of efficacy and sense of synchrony were major sources of job satisfaction, and that the vice-principals who had any educational administration degree felt themselves more effective and more synchronic. The vice-principals who did not plan to be a principal felt themselves less effective when coping with work stress and balancing their work and personal lives. Originality/value - The paper provides a better understanding of vice-principals' roles, role perceptions in school management, and their attitudes towards school management, and extends knowledge about the facets of job satisfaction among Turkish vice-principals.en_US
dc.identifier.doi10.1108/02621711211243926
dc.identifier.endpage647en_US
dc.identifier.issn0262-1711
dc.identifier.issn1758-7492
dc.identifier.issue7en_US
dc.identifier.scopus2-s2.0-84863468325en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage636en_US
dc.identifier.urihttps://doi.org/10.1108/02621711211243926
dc.identifier.urihttps://hdl.handle.net/11616/95713
dc.identifier.volume31en_US
dc.identifier.wosWOS:000213361900001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherEmerald Group Publishing Ltden_US
dc.relation.ispartofJournal of Management Developmenten_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectTurkeyen_US
dc.subjectPrimary schoolsen_US
dc.subjectEducational administrationen_US
dc.subjectManagement rolesen_US
dc.subjectJob satisfactionen_US
dc.subjectAdministratorsen_US
dc.subjectElementary schoolsen_US
dc.subjectVice-principalsen_US
dc.titleThe facets of job satisfaction among vice-principals in elementary schoolsen_US
dc.typeArticleen_US

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