Comparing the Job Satisfaction of Hourly Paid and Salaried Preschool Teachers in Turkey

Autor/inn/en	Yayla, Ahmet; Sak, Ramazan; Sak, Ikbal Tuba Sahin; Taskin, Necdet
Titel	Comparing the Job Satisfaction of Hourly Paid and Salaried Preschool Teachers in Turkey
Quelle	In: Education 3-13, 46 (2018) 7, S.814-824 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2017.1365919
Schlagwörter	Foreign Countries; Preschool Teachers; Job Satisfaction; Salaries; Gender Differences; Age Differences; Marital Status; Inservice Teacher Education; Teacher Attitudes; Teaching Conditions; Salary Wage Differentials; Turkey + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Entlohnung; Gehalt; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Familienstand; Lehrerfortbildung; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Türkei
Abstract	This two-phase mixed-methods study compares the job satisfaction of Turkish preschool teachers who are paid hourly against the satisfaction of those on regular contracts. The participants in its first, quantitative phase were 260 preschool teachers, of whom 81 also participated in the second, qualitative phase. Initial data collection from all phase-one participants was via the Job Satisfaction Scale. Then, in phase two, the members of the hourly paid group were asked three open-ended questions, and the regular-contract teachers two of the same questions, related to the advantages and disadvantages of hourly paid teaching. The results indicated a significant difference in job satisfaction levels between the two types of teachers. None of the interactive effects between preschool teachers' working status and their gender, age, marital status, and in-service training was statistically significant. In phase two, moreover, more than half of the 41 hourly paid teachers (n = 22) emphasised that they worked as hourly for economic reasons, while more than a third (n = 30) of the overall phase-two sample stated that there was no advantage of working as an hourly paid teacher. Working conditions for hourly paid teachers were described as disadvantageous by almost half the members of the phase-two sample (n = 37). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01