European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 1 │ 2017
doi: 10.5281/zenodo.224205
ACADEMICIANS’ PERCEPTIONS REGARDING
SUPERVISOR SUPPORT, CO-WORKER SUPPORT
AND LIFE SATISFACTIONi
Elif Ergün1ii, Şenay Sezgin Nartgün2
1,2
Department of Educational Sciences
Abant Izzet Baysal University, Turkey
Abstract:
This study aimed to examine the academicians’ perceptions regarding supervisor
support, co-worker support and life satisfaction. In the study, a survey method in a
quantitative research approach was adopted. The study was carried out with the target
population, which consists of 778 academicians. Consequently, a total of 317
academicians participated voluntarily. To analyze the data correlation, Kruskal Wallis
H Test and Mann Whitney U Test were computed. The results of the study revealed
that life satisfaction of academicians displayed no significant difference regarding
gender; on the other hand, there were statistically significant differences based on
professional seniority and marital status. In addition, academicians’ perceived coworker support did not differ depending on gender and marital status while it
demonstrated significant differences in relation to length of service. Moreover,
academicians’ perceived supervisor support showed no significant difference in terms
of gender, length of service and marital status. The results of the study also indicated
that there were statistically significant positive relationships between life satisfaction
and perceived co-worker support, supervisor support.
Keywords: academician, life satisfaction, supervisor support, co-worker support
i
ii
This paper is based on the first author's master's thesis, which was directed by the second author.
Correspondence e-mail: elifyazici@ibu.edu.tr
Copyright © The Author(s). All Rights Reserved.
© 2015 2017 Open Access Publishing Group
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Introduction
Individuals who strive to orient themselves towards globalization and transformation
of the world sometimes experience problems. These problems tend to create negative
emotions among researchers as well. It is observed that while providing solutions in
this process, individuals focus more on outcomes and negative characteristics rather
than positive aspects. On the other hand, the concept of positive psychology has
recently emerged in studies and concepts such as hope, happiness, optimism,
forgiveness and subjective well-being have gained importance (Gable & Haitdth, 2005).
One of these prominent concepts is life satisfaction.
Life satisfaction is the overall cognitive assessment related to satisfaction
obtained from life in general or from specific life domains such as family, friends and
the life circumstances (Çivitci, 2009). In other words, life satisfaction is the conscious
experiences of individual’s positive emotions over the negative ones Frish,
. Life
satisfaction emerges as a result of comparing what individuals expect and what they
have (Tümkaya, Aybek & Çelik, 2008). The happier the individuals feel about their
present circumstances and their positions in life, the more life satisfaction they will
have. This condition has equal impact on the individual’s work, family life and other
domains of his/her life (Leung & Leung, 1992).
Occupation is an integral part of human life. Perceptions related to work life
inevitably affect individuals’ personal lives. In this context, job satisfaction and life
satisfaction are regarded as two concepts that are interrelated and complementary and
helpful in making sense of one another (Dikmen, 1995). There are various studies that
explain the relationship between life satisfaction and job satisfaction (Dikmen, 1995;
Kale,
Keser,
5zdevecioğlu & Doruk,
Yiğit, Dilmaç & Deniz,
. For
instance, in their studies 5zdevecioğlu and Doruk (2009) and Keser (2005) presented a
positive relationship between life satisfaction and job satisfaction. In a study conducted
on policemen, it was found that increased job satisfaction resulted in increases in life
satisfaction Yiğit, Dilmaç & Deniz, 2011) and another study on hotel personnel found
that the support of leaders and coworkers increased life satisfaction (Kale, 2015). As can
be observed, individuals’ attitudes towards their work and the perceived and
experienced support at the work place affect their attachment, commitment and at the
same time their life satisfaction.
Employees’ job and life satisfaction is one of the most investigated topics in the
field of organizational commitment. Realizing fact that having full understanding of
organizational commitment factors that individuals have will provide countless benefits
to the organization has made this concept vital for organizations (Balay, 2000). Also, the
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ACADEMICI“NS’ PERCEPTIONS REG“RDING SUPERVISOR SUPPORT, CO-WORKER SUPPORT
AND LIFE SATISFACTION
fact that many different responses exist for the question of what can be done so that
employees form commitment to the organization and work with relish has become the
starting point for new studies for both supervisors and academicians (Turunç & Çelik,
2010).
It is important for the concept of commitment that employees are valued by their
organizations, that they do not feel alone in good or bad times and that they feel the
presence of organizational support Karacaoğlu & “rslan,
. In this sense, the
concept of perceived support emerges in studies. Perceived organizational support is a
perception-based concept that shows the degree of organizational support and value
perceived and felt by the employee (Yoshimura, 2003). While perceived support
increases attitudes and behaviors such as commitment, job satisfaction and
performance, it decreases job related stress. Therefore, it can be argued that
organizational support has immense contribution to employees and the organization
(Rhoades & Eisenberger, 2002). When it is examined in definitional terms, perceived
organizational support expresses the degree of support for the employees by the
organization and it is known that there are other types of support provided by the
organization such as supervisory support and support of coworkers which are just as
important as organizational support (Giray, 2013). Studies also show that perceived
supervisory support has significant impact on perceived organizational support
(Eisenberger, Stinglhamber, Vandenberghe, Sucharski & Rhoades, 2002).
Bhanthumnavin (2003) defines supervisory support as the positive work
relations between the supervisor and the employee and states that this support is
composed of three dimensions: informational, material and emotional (Bhanthumnavin,
2000). Informational supervisory support focuses on issues related to work and is
defined as the rewards, punishments, feedback, knowledge and skills that will increase
the productivity of the employees. Material supervisory support is explained as the
finances and human resources that will help in the realization of goals by the employees
while emotional supervisory support is defined as interest, affection and value
provided by the supervisor. While supervisory support includes support for employees
in all dimensions, it may still not be sufficient by itself. Support provided by the
coworkers is one of the ways that can be used to overcome this deficiency.
Just as supervisory support, coworker support directly or indirectly influences
individuals’ lives. Coworker support is the support received from individuals with
whom they undertake the same or similar tasks and are involved in the same level at
the hierarchy (Giray, 2013) and it carries great significance. In an organizational
environment where both supervisor/leader support and coworker support are felt,
employees develop positive attitudes towards work and their productivity increases
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ACADEMICI“NS’ PERCEPTIONS REG“RDING SUPERVISOR SUPPORT, CO-WORKER SUPPORT
AND LIFE SATISFACTION
(Babin & Boles, 1996). Hence, impact of supervisory and coworker support on life
satisfaction is an expected result just like their impact on job performance (Kale, 2015).
Considering the fact that these types of support are required in all sectors, the
importance of this support in educational organizations whose input and output are
human beings and which are included in social and open systems will be more
pronounced and noteworthy.
Universities and university faculty members that have serious contributions in
providing products for business sectors and meet their human resources play various
roles as a requirement of the mission they undertake. One of these roles requires
university faculty members as intellectual workers to exert efforts to make human
resources more qualified. Faculty members’ psychological states, their work conditions
and their job and life satisfactions are significant in the realization of this role.
Considered in the framework of the definition of the term intellectual worker , it is
highly
important
to
ensure
faculty
members’
individual
motivations
serve
organizational goals and that their hearts (emotions) are won in the process (Alparslan,
2015).
It is stated that an ideal academic career includes various activities such as
collecting data, doing and publishing research, following the developments in the
related field, engaging in lesson preparation, teaching, taking part in commissions,
answering the questions from students and other academic spheres, participating in
conferences, reviewing articles for journals and taking advisory roles for student groups
(Kerr, 1994). It is necessary for faculty members to be satisfied with their tasks to
undertake these roles successfully Serinkan & ”ardakçı,
. Therefore, universities
which expect high performances form faculty members should provide supportive
work environments (Panatik et. al., 2012) and improve work conditions in financial and
psycho-social aspects İnandı, Tunç & Uslu,
. It is expected that this will ensure
increases in faculty members’ productivity and job and life satisfactions.
Studies conducted with faculty members in the literature generally focus on job
satisfaction, burn out and job related stress “rdıç & Polatcı,
Çavuş, Gök & Kurtay,
5zel,
Panatik et. al.,
Taşmektepligil,
İraz & Ganiyusufoğlu,
Sloane & Ward,
Yoleri & ”ostancı,
Arslan & Acar, 2013;
K(ç(ks(leymanoğlu,
Terzi & Sağlam,
Yıldırım &
. Previous studies found that coworker
and supervisor support and belief in career advancement are associated with faculty
members’ burn out and personal achievement perceptions
T(mkaya,
there are
positive relationships between period of service and job satisfaction (Esen, 2001); female
faculty members place more emphasis on professional development, taking
responsibility, sense of achievement and recognition compared to male faculty
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ACADEMICI“NS’ PERCEPTIONS REG“RDING SUPERVISOR SUPPORT, CO-WORKER SUPPORT
AND LIFE SATISFACTION
members “kman, Kelecioğlu & ”ilge,
with age ”aş & “rdıç,
faculty members’ job satisfaction increases
there is a linear relationship between academic career and
job satisfaction (Holden & Black, 1996; Grimes & Register, 1997; Oshagbami, 1997);
compared to male academicians, female academicians are more subject to psychological
intimidation while single academicians are more psychologically intimated compared
to married academicians Cayvarlı,
one of the most important problems faculty
members face is insufficient wages (Anderson, Johnson & Saha, 2002; Barkhuizen,
Rothman, & Tytherleigh, 2004; Tuzgöl-Dost & Cenkseven, 2007); there are significant
relationships between faculty members’ life satisfaction and job satisfaction Filiz,
and problems generated by the academic work environment, economic problems,
negative relationships with coworkers and lack of opportunities for academic work in
their own universities are the problems that cause the most unrest for faculty members
Murat,
. In their study, Ey(poğlu & Saner
stated that job satisfaction does
not increase at the same rate as academic title and Ahsan, Abdullah, Fie and Alam
(2009) mentioned the negative influences of job stress on job satisfaction. Based on
Serinkan and ”ardakçı’s
study, faculty members’ job satisfaction is affected by
team management, the quality of the task and decision making the most whereas
payment and promotions affect job satisfaction the least. In another study conducted in
Turkey, faculty members are subjected to gossip and mockery , being ignored or
feeling excluded ,
lack of exchange of important information regarding the
department , disregard for their efforts , intellectual theft and verbal violence by
their coworkers and superiors (Yelgeçen-Tigrel & Kokalan, 2009). This situation affects
individuals’ satisfaction and productivity Topçu, Saraçlı, Dursun & Gazeloğlu,
.
Efficiency of higher education institutions are related to their employees to a
great extent. University faculty members’ positive job and life satisfactions will increase
the power of this effectiveness (Küskü, 2003). As a matter of fact, it is important for
faculty members to love the work environment and find their work as meaningful and
an opportunity for self-development so that they can feel satisfied. This will contribute
to enjoyment of life and happiness (Filiz, 2014). In their study conducted on
academicians, Doğan and Eryılmaz
found that satisfying the needs related to
competence, autonomy and relationships which are the basic psychological beliefs
related to work will ensure that individuals will experience more positive emotions and
this condition will have significant influence on their life satisfactions.
Therefore, examining faculty members’ relationships with their coworkers and
supervisors with whom they have constant communication at the university will be
instrumental in making decisions about whether those relationships have an effect on
life satisfaction. Since there are not many studies in literature related to faculty
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AND LIFE SATISFACTION
members’ life satisfactions, this study focuses on the issue along with supervisor and
coworker support.
1.1. Purpose of the study
In general, this study aimed to examine faculty member perceptions related to
supervisor and coworker support and life satisfaction based on gender, professional
seniority and marital status variables and to determine the relationships based on these
perceptions. Based on this context, the sub problems provided below were investigated:
1. What are faculty member perceptions related to supervisor support, coworker
support and life satisfaction?
2. Do faculty member perceptions on supervisor support, coworker support and
life satisfaction significantly change according to gender, professional seniority
and marital status variables?
3. “re there significant relationships between faculty members’ supervisor and
coworker support and life satisfaction perceptions?
2.
Method
2.1. Research model
This quantitative study utilized a relational screening model to determine whether
faculty member perceptions related to life satisfaction, coworker and supervisor
support changed according to independent variables. Relational screening model is a
research model that aims to identify the existence and degree of change between two or
more variables (Karasar, 2012).
2.2. Study universe
The universe for the study was composed of faculty members employed in “bant İzzet
Baysal University for the duration of 2014-2015 academic year. 12 different faculties
were included in the research. The universe consisted of 778 faculty members. The
sample who participated in the study was composed of 317 faculty members. 59.6.% of
the participants were males and
,
. % in
-
,
. % in
. % of the participants had
professional seniority,
years
. % were females.
,
-
. % in
-
. % were in the age range
and
- years professional seniority,
. % had
professional seniority and
-
. % in
. % had
-
years
. % had
years and higher
seniority. 68.8% of the 317 participants were married , while
European Journal of Education Studies - Volume 3 │ Issue 1 │ 2017
and older .
. % had
years professional seniority,
-
-20
professional
. % were single .
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AND LIFE SATISFACTION
2.3. Data collection tools
A question form with four sections was used in the study as the data collection tool
(ANNEX-1). The first section includes questions related to demographical variables of
the participants. The second section includes
The Satisfaction with Life Scale
developed by Diener, Emmons, Larsen and Griffin (1985) and adapted to Turkish
culture by Şimşek
to measure faculty members’ life satisfaction. The third and
fourth sections respectively include
Coworker Support Scale
Support Scale developed by Giray
.
and
Supervisor
2.4. Data collection
In order to reach the whole universe, data collection tools were individually distributed
and collected by the researcher ensuring confidentiality of personal information. The
study was based on voluntary participation. Faculty members were visited in their
rooms and the scales were given when they expressed interest in participation and the
necessary explanations were provided. Since faculty members were busy during the
period due to heavy work load, it was not always possible to find them in their rooms
which necessitated many individual visits to the faculties by the researcher. It was not
possible to establish communication with some faculty members. Also, some of the
distributed data collection tools were not returned. Distributing and collection the
forms were undertaken in March and April of 2015. Total number of participants that
participated in the study was 317.
2.5. Data analysis
Data obtained in the study were analyzed with the help of a statistical package
program. The analyses cited below were used in data analysis: frequency (f) and
percentage (%) values were calculated for the analysis of demographic information.
Means and standard deviation SD values were used to present faculty members’ life
satisfaction, coworker support and supervisor support perceptions. KolmogorovSmirnov Test was utilized to determine whether the data showed normal distribution.
Normalcy distributions of all three scales showed p values smaller than 0,05. It was
decided to use non-parametric tests rather than parametric tests to ensure integrity in
analyses since data distribution was not equal. It is known that use of non-parametric
techniques is more appropriate in such conditions ”(y(közt(rk,
S(mb(loğlu,
Kalaycı,
S(mb(loğlu &
. Therefore, Kruskal Wallis Test, H Test, Mann
Whitney U-Test and Spearman Rho Test were utilized to present the significant
differences observed in the data.
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3. Findings and discussion
3.1. Findings and interpretation related to the first sub problem
Table 1: Faculty member Perceptions Related to Life Satisfaction, Coworker Support and
Supervisor Support
N
X
ss
Life Satisfaction
317
4.98
1.13
Coworker Support
317
3.52
.73
Supervisor Support
317
3.16
.98
Table 1 shows that faculty member perceptions were found to be at partially agree
(X = .
level regarding Life Satisfaction, agree
Support and undecided
X =3.52) level regarding Coworker
X =3.12) level regarding Supervisor Support.
Life satisfaction occurs as a result of individual’s holistic assessment of his/her
life and life domains (Pavot & Diener, 1993). In other words, level of life satisfaction is
influenced by many different domains such as work, family, social circle and leisure
time. Satisfaction in a single domain does not necessarily indicate high life satisfaction.
Being an academician entails intensive study, constant development and improvement
with many stress factors and this fact may significantly affect academicians’ satisfaction
levels. While individuals strive to achieve what they want, they are also responsible
from meeting their social obligations. Academic world is defined as an institution that
requires much time, shapes individuals’ desires and wishes and necessities high level of
self-sacrifice. In this sense, scientific studies compete with faculty members’ other
responsibilities and commitments
Coşkuner & Şener,
. This state may be
negatively reflected on the individual’s family and general life. Findings show that
faculty members partially agree to life satisfaction scale. The reasons cited above may
be regarded as the cause of lower life satisfaction levels.
Based on the findings related to coworker support, it can be argued that faculty
members support each other as coworkers in the academic work environment. Faculty
members were asked to provide responses to the questions based on their coworkers in
the same department. Faculty members may not communicate with everyone in their
departments or may not get along well with everyone. However, the results show that
faculty members receive support from their coworkers in general. This study points to
the fact that faculty members have good communication with their coworkers even
though the number of supporting coworkers may not be very high.
Faculty members were asked to provide assessment related to their perceptions
on supervisor support by taking their immediate supervisors into account. Employees
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in academic institutions are mostly responsible from individual achievements and are
not responsible towards supervisors in the same manner as can be found in the private
sector. They come together with supervisors mostly in the framework of bureaucratic
tasks. Therefore, they may not expect support from their supervisors in other matters.
However, they may want to know that supervisors will lead them in the right direction
related to administrative problems and support them in matters related to work.
Results show that faculty members feel undecided about supervisor support.
3.2. Findings and interpretation related to the second sub problem
3.2.1. Findings related to gender variable
Table
presents Mann Whitney U test results. The test investigated faculty members’
Life Satisfaction, Coworker Support and Supervisor Support perceptions based on
gender.
Table 2: Mann Whitney U test results which investigated faculty members’ life satisfaction,
coworker support and supervisor support perceptions based on gender
Gender
N
SO
ST
U
P
Female
128
160.07
20488.50
11959.50
.86
Male
189
158.28
29914.50
Coworker
Female
128
166.53
21315.50
11132.50
.22
Support
Male
189
153.90
29087.50
Supervisor
Female
128
154.87
19823.00
11567.00
.50
Support
Male
189
161.80
30580.00
Life Satisfaction
“ccording to analysis results presented in Table , faculty members’ life satisfaction
perceptions (U= 11959.500, p=.864) do not show significant differences based on gender
variable. Similarly, faculty members’ Coworker Support U=
.
, p=.
and
Supervisor Support (U=11567.000, p=.508) perceptions do not significantly change
according to gender.
Findings in many studies that found no relationship between life satisfaction and
gender are parallel with the findings of this study For instance, see “vşaroğlu, Deniz &
Kahraman,
”ulut,
Caner,
Casas et. al.,
Çikrıkçi,
Çivitçi,
2009; Fogle, Huebner & Laughlin, 2002; Fugl-Meyer, Melin & Fugl-Meyer, 2002; Gilman
& Huebner, 2006; Gün & Bayraktar, 2008; Hampton & Marshall, 2000; Hintikka, 2001;
Katja, Paivi, Marja-Terttu & Pekka, 2002; Mahon, Yarcheski & Yarcheski, 2005; Melin,
Fugl-Meyer & Fugl-Meyer,
Rask, Åstedt‐Kurki & Laippala,
Seligson,
Huebner &Valois, 2003). As opposed to these studies, some studies that focused on
different age groups found that females had higher life satisfaction compared to males
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AND LIFE SATISFACTION
“ydıner,
Cenkseven & “kbaş,
Dorahy,
1991; Özben, 2013; Simpson, 1996; Tuzgöl-Dost,
Frey & Stutzer,
Köker,
Ünal, Karlıdağ & Yoloğlu,
.
There are also studies that found higher life satisfaction levels in males (Bugay, 2007;
Geis & Klein, 1990; Goldbeck, Schmitz, Beiser, Herschbach & Henrich, 2007). Examining
these studies conducted on different study groups shows that the impact of gender on
life satisfaction changes according to factors such as place of employment,
organizational culture and climate.
Although no significant differences were observed in analysis results, female
faculty members’ life satisfaction was higher. Even though social female gender role
based traditional values and attitudes, bring with them the issue of balancing work and
family life, work life ensures and increases life satisfaction for females since it supports
economic independence and social status Ulusan,
. In their study, ”aşarır and Sarı
(2015) reported that female academicians experience role conflicts due to multiple tasks
and responsibilities in general, cannot feel freed from traditional gender roles, have to
work more compared to their male counterparts and may be of secondary importance
and have to stay in the background compared to male academicians, but, on the other
hand, they perceive themselves as strong and productive individuals and experience
pleasure from their professions. Another study found that female faculty members are
more satisfied from their work conditions and career advancements compared to male
faculty members and they are able to enjoy the work environment since they do not
have high expectations “lam, Talha, Sivanand & “hsan,
. Therefore, females’
career advancement and obtaining the position they desire have higher impact on their
life satisfaction.
Although no significant differences were observed in the analyses, female faculty
members have higher level perceptions regarding coworker support. Social theorists
state that females are more compassionate and relationship oriented (Chodorow, 1999).
This characteristic dates back to early childhood period. Social theorists also mention
indicate that male children are oriented towards traditional male behaviors -such as
aggressiveness and competitiveness- and that orientation creates barriers against close
relationships. Since female children are oriented towards expressing their feelings more
comfortably and being compassionate, they are encouraged to form close relationships
with their environments (Marini, 1988; cited in: Umberson, Chen, House, Hopkins &
Slaten, 1996). Roles that are regarded as traditionally female also focus on
expressiveness which is associated with warmth, compassion and support behaviors
(Bem, 1977). Therefore females have stronger options in work based social relations
(Konrad, Ritchie, Lieb & Corrigall, 2000). From a different viewpoint, the possibility of
females to experience stress (work based or other types) is higher compared to male
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coworkers. Also, female employees with children have higher social work loads
compared to male employees with children (Lundberg & Franenhauser, 1999). Hence,
coworker support may be more valuable for female coworkers compared to male
coworkers because coworkers who undergo similar experiences can share their
experiences, may shoulder each other’s responsibilities and sympathize with each other
(Ng and Sorensen, 2008). Based on research findings, it can be argued that these are the
reasons for females’ higher level of coworker support perceptions. Some studies also
identified that females receive more support compared to males (Liebler & Sandefur,
2002; Turner and Marino, 1994; Wellman & Wortley, 1990).
On the other hand, perceptions regarding supervisor support also did not
present any significant differences based on gender but males’ average scores were
higher than those of females. Although both males and females have similar social
circles (Moore, 1990) females are more inclined to make friends based on emotions
while males form formal relationships (Booth, 1972). Relationships with supervisors are
mostly based on formal relations and not on close friendships. It can be argued that
that’s the reason of make faculty members’ perceptions relate to supervisor support.
Although female coworkers are engaged in working life in various positions, they
generally stay in the background. Especially in higher positions, the number of females
is limited compared to the number of males “ğıl,
. This situation is not different
in universities. Based on the information obtained from the websites of the faculties
included in the study, approximately 80% of the supervisors (rector, dean and
department head) are males. Male employees can spend more time with their fellows
and develop different kinds of discourses; this fact may be regarded as one of the
reasons for high level of supervisor support perceptions observed in male faculty
members.
3.2.2. Findings related to profession al seniority variable
Table
presents the results of Kruskall Wallis H test in which faculty members’ Life
Satisfaction, Coworker Support and Supervisor Support perceptions were examined
based on professional seniority variable.
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Table 3: Results of Kruskall Wallis H Test in which faculty members’ life satisfaction, coworker
support and supervisor support perceptions were examined based on
professional seniority variable
Dimensions
Professional
N
SO
χ2
sd
p
Seniority
Difference
1. 1-5 years
75
145.09
Life
2. 6-10 years
41
146.23
Satisfaction
3. 11-15 years
70
178.83
4. 16-20 years
50
140.08
5. 21 +
81
172.89
1. 1-5 years
75
185.71
2. 6-10 years
41
169.09
3. 11-15 years
70
150.94
4. 16-20 years
50
152.91
5. 21 +
81
139.89
Coworker
Support
Source of
1. 1-5 years
75
179.16
Supervisor
2. 6-10 years
41
145.62
Support
3. 11-15 years
70
171.84
4. 16-20 years
50
141.56
5. 21 +
81
146.78
1-3
4
9.82
= .
p=.
]
3-4
4-5
1-3
4
11.19
1-4
.024*
1-5
4
9.14
“ccording to the results of analysis presented in Table
satisfaction [χ sd= .n=
.043*
─
.058
, faculty members’ life
and Coworker Support [χ sd= .n=
=11.195 p=.024] perceptions changed significantly based on professional seniority
variable. On the other hand, their perceptions regarding supervisor support
[χ sd= .n=
= .
p=.
] did not generate significant changes according to
professional seniority. Mann Whitney U test was conducted to determine the source of
difference in the scales which presented significant differences.
When faculty members’ life satisfaction was examined in terms of professional
seniority variable, significant differences was observed between individuals with
and
-
years,
-
and
-
years and
seniority . Life satisfaction of individuals with
and
-
-
years and higher
years professional seniority was
-
found to be higher than that of individuals with
professional seniority. When the individuals with
-
years and
-
-
years
years seniority are
investigated in terms of teaching career phases, it is observed that this phase is the
experimentalism/activism
phase. It is reported that high level physical and
intellectual skills are acquired at this phase and this acquisition is based on energy,
effort, ambition and self-confidence and these individuals are at the peak in terms of
these characteristics (Sikes, Measor & Woods,
cited in ”akioğlu,
. Hence, it
can be argued that the energy and self-confidence possessed by these individuals
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AND LIFE SATISFACTION
increase their life satisfaction levels. On the other hand, life satisfaction of individuals
with
years and higher professional seniority was found to be higher than the life
satisfaction of individuals with
the fact that individuals with
-
years professional seniority. When we regard
years and higher professional seniority either have the
professorship title or very close to receiving their title, it can be claimed that they are at
the peak of their profession. They are at a place where they want to be and experience
the relaxation generation by this achievement. They can easily publish based on
accumulated knowledge. They are known in personal and professional sense and they
also receive higher salaries than the other faculty members with various other titles.
Hence, it can be claimed that satisfaction in their work lives significantly affect their life
satisfaction. Similarly, Eren (2008) also found that professional seniority increases life
satisfaction. As opposed to the findings of this study, some studies report no significant
differences in life satisfaction based on professional seniority “vşaroğlu et. al., 2005;
“ysan & ”ozkurt,
Yılmaz &“ltınok,
. This result may be related to the fact
that these types of studies are mostly conducted on teachers. Since teachers do not
follow career advancement steps like the faculty members, their professional seniority
may not have massive impact on their life satisfaction levels.
“ccording to analyses on faculty members’ coworker support perceptions,
significant differences were observed between the faculty members with
and
-
and
and
-
-
years
years and higher professional seniority. Coworker
support perceptions of the faculty members with
-
years professional seniority was
found to be higher than the coworker support perceptions of the faculty members
with
-
years,
-
years and
years and higher
Considering the fact that faculty members with
-
professional seniority.
years professional seniority are
individuals who has just entered the academic world, it can be claimed that there is no
competitive environment among them yet and close relationships are flourishing.
Therefore, they may have more communication with their coworkers and may share
more. They are more open to help one another; they may not object to sharing
information and knowledge and may be pushing personal interests into the
background. Sias (2008) report that close friends at the work place have the necessary
power and influence that help their achievement and career advancements. Hence, it
can be argued that coworker support among the faculty members may be high.
Increased in seniority and titles generate competitive environments. Different types of
relationships may emerge among individuals who desire to hold positions such as
head, director or rector or who are waiting for tenure.
Although there were no significant differences in faculty members’ supervisor
support perceptions based on professional seniority, faculty members with
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professional seniority were found to have the highest level perceptions in that regard.
This finding is consistent with the findings obtained in the study conducted by Ceylan,
Mat-Çelik and Emhan (2015). Also, another study conducted at schools provided the
same result individuals who have just started their profession and who are at the initial
stages of the process need information and support in many areas such as operations in
the institution and universities, academic world, procedures and principles, academic
advancement, conducting studies and personal rights and the persons who may
provide the best support in these domains are the supervisors. Supervisors may
provide both material and moral support to employees. A study conducted on research
assistants who are at the first steps of their careers show that they expect material and
moral support from the university management and faculty members in the department
in terms of self-development (Özen & Nartgün, 2011).
3.2.3. Findings related to marital status variable
Table
presents the results of Mann Whitney U test which examined faculty members’
Life Satisfaction, Coworker Support and Supervisor Support perceptions based on
marital status variable.
Table 4: Results of Mann Whitney U test which examined faculty members’ Life Satisfaction,
Coworker Support and Supervisor Support perceptions based on marital status variable
Marital
N
SO
ST
Married
218
167.11
36430.50
Single
99
141.14
13972.50
Married
218
156.22
34056.00
Single
99
165.12
16347.00
Married
218
158.08
34461.50
Single
99
161.03
15941.50
U
P
9022.50
.01*
10185.00
.42
10590.50
.79
Status
Life Satisfaction
Coworker Support
Supervisor Support
According to the results of analyses presented in Table 4, there were significant
differences in faculty members’ life satisfaction perceptions U=
.
, p=.
based
on marital status. It was observed that mean scores of married faculty members were
higher than those of single faculty members. Examination of faculty members’
coworker support (U= 10185.000, p=.422) and supervisor support (U=10590.500, p=.791)
perceptions presented no significant differences based on marital status.
In terms of life satisfaction, life satisfaction experienced by married faculty
members were found to be higher compared to life satisfaction experienced by single
faculty members, this finding can be explained by the social support received by
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married faculty members. Work and family are important in one’s life and therefore are
important factors that determine happiness. “s pointed in Maslow’s hierarchy of needs,
humans need to satisfy the need for love in addition to the basic needs in order to have
satisfaction. Hence, high life satisfaction level of married individuals is an expected
result. The fact that extremely happy persons are not alone but have strong romantic
and social relationships can explain the direct relationship between the state of being
married and happiness (Diener & Seligman, 2002). Some studies also show that life
satisfaction of married individuals is higher than that of the individuals who were
previously married or never married (Caner, 2015; Eren, 2008; Haller & Hadler, 2006;
Hayo & Seifert, 2003; Gove, Hughes & Style, 1983; Myers, 2000; Öztürk, 2014; Selim,
. It was found in Dikmen’s
study that increases in the marriage period
resulted in increases in life satisfaction as well as job satisfaction. In a study conducted
in 19 countries, Masteekasa (1994) found that in each country, married individuals are
happier than unmarried individuals. As opposed to these findings, Stull and
Scarisbrick-Hauser (1989) identified that individuals with no marriage experience had
higher life satisfactions compared to married, divorced or widowed individuals. On the
other hand, in their research, Aysan and Bozkurt (2004) found no significant differences
in life satisfaction based on marital status but pointed to the fact that married
individuals have higher life satisfaction.
No significant differences were found based on marital status in terms of
coworker support and supervisor support perceptions but it was observed that support
perceptions of single individuals were higher. This finding may be related to the fact
that single individuals spend more time with their friends and have closer
communication with them. When sharing with the social environment increases,
mutual support may also increase. Therefore, this finding may be the result of more
time spent with colleagues due to being single. When spousal support is considered,
support received from significant others are observed not to generate meaningful
differences in life satisfaction (Ruehlman & Wolchik, 1988). Hence, mutual support
received from spouses can also be provided to single individuals by their friends.
Previous studies report that single individuals have more communication with their
friends (Rubinstein 1981; Stull & Scarisbrick-Hauser 1989; Ward 1979).
3.3. Findings and interpretation related to the third sub problem
Table
presents faculty members’ life satisfaction and supervisor support and
coworker support perceptions.
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Table 5: The relationship between faculty members’ life satisfaction and supervisor support and
coworker support perceptions
Dimension
Life Satisfaction
Life Satisfaction
r
1
p
0
N
Coworker Support
Supervisor Support
Coworker Support Supervisor Support
317
r
0.253**
1
p
0
0
N
317
317
r
0.330**
0.530**
1
p
0
0
0
N
317
317
317
**p<,01
Table 5 shows that, based on Spearman Rho coefficient, there was a low level, positive
and statistically meaningful relationship between faculty members’ coworker support
perceptions and their life satisfaction perceptions (r= .253 p< .01). When their coworker
support perceptions increased, their life satisfactions increased at a low level and when
their coworker support perceptions decreased, their life satisfactions also decreased at a
low level.
A positive, medium level and statistically significant relationship was identified
between faculty members’ supervisor support perceptions and their life satisfaction
perceptions (r= .330 p< .01). When their supervisor support perceptions increased, their
life satisfactions increased at a medium level and when their supervisor support
perceptions decreased, their life satisfactions also decreased at a medium level.
The starting point of the study- possible relationship between coworker and
supervisor support and life satisfaction- was validated with these results. The results
showed that the relationships between faculty members’ coworker support perceptions
and their life satisfactions were at low levels whereas the relationships between faculty
members’ supervisor support perceptions and their life satisfactions were at medium
levels.
Being an academician is a socially influential profession which is accepted in
wide circles and which requires a professional training process (Zeynel, 2014). The
individuals who have preferred this profession first of all advance in their careers and
equip themselves with the necessary knowledge and skills and transfer these
accumulated information to university students. Motivations, job satisfactions and life
satisfactions of faculty members who are regarded as intellectual workers with
intensive work conditions which necessitate constant research, learning and teaching
along with self-development are crucial for effective performance. Faculty members
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with high life satisfaction levels are expected to perform their duties fondly and have
higher achievement. Therefore, it can be argued that a relaxed work environment in
which they feel well, a supervisor who supports them and coworkers with whom they
will enjoy working will be effective in increasing both their job satisfaction and their life
satisfaction. Although supervisor support and coworker support equally important as
organizational support in identifying with the organization- have positive effects on
individuals’ life satisfaction, they are different in some aspects.
As mentioned in the literature (Ng & Sorensen, 2008), support provided by the
supervisor in the organization is different from the support provided by coworkers in
some aspects. Supervisors provide informational, material and emotional support to
employees. Supervisor support is expected to supply more precise outputs compared to
coworker support. Therefore, effects of supervisor support can be more influential on
individuals’ work life.
While lack of coworker support does not generate much change in achievement
in the academic world which mostly focuses on individual achievements, it may affect
life satisfaction in emotional aspects. Individuals spend most of their daily life at the
work place and negative relationships with coworkers may negatively affect their
happiness at the workplace. However, lack of supervisor support will bring other
problems with it such as feeling alone in the organization, inability to get tenure,
problems with administrative tasks, disregard for his/her views, lack of material
support and lack of encouragement for his/her studies and therefore affect the
individual in emotional as well as material terms.
Even though it was observed that supervisor support has a more direct
relationship with life satisfaction, it was identified that both types of support are
effective on faculty members’ life satisfaction. It can be argued that life satisfaction of
faculty members who receive support both from supervisors and coworkers will
increase and they will be able to generate efficiency in many domains by contributing to
their careers, students, universities, cities and the society with their studies and
research.
5. Result and suggestions
Findings show that faculty members partially agreed to the questions regarding life
satisfaction
agreed regarding Coworker Support and were undecided regarding
Supervisor Support. It was also found that no significant differences existed in faculty
members’ life satisfaction, coworker support and supervisor support perceptions in
terms of gender. Significant differences were observed in faculty members’ life
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satisfaction perceptions based on professional seniority. Life satisfaction perceptions of
faculty members with
years professional seniority were found to be higher than
-
those of faculty members
-
years and
-
years professional seniority. “lso, life
satisfaction perceptions of faculty members with
years and higher professional
seniority were found to be higher than the life satisfaction perceptions of faculty
members with
-
years of professional seniority. Significant differences were
observed in coworker support perceptions based on faculty members’ professional
seniority. Perceptions of faculty members with
-
years professional seniority were
found to be higher than the perceptions of faculty members with
years and
-
years,
-
years and higher professional seniority.
Significant differences were observed in faculty members’ life satisfaction
perceptions based on marital status. It was found that life satisfaction perceptions of
married faculty members were higher compared to the life satisfaction perceptions of
single faculty members. No significant differences were found in faculty members’
coworker support and supervisor support perceptions based on marital status. Married
and single faculty members have similar perceptions related to coworker support and
supervisor support.
A positive, low level and statistically significant relationship was identified
between faculty members’ life satisfaction and their coworker support perceptions. “
positive, medium level and statistically significant relationship was identified between
their supervisor support perceptions and their life satisfaction levels. In this context, life
satisfaction increased when coworker support and supervisor support increased and
life satisfaction decreased when coworker support and supervisor support decreased.
Suggestions below were developed in line with the findings.
Positive work environments should be created at universities, unit supervisors
should solve problems in a fair manner.
An environment of peace should be created in units to positively affect
individuals’ satisfaction.
Necessary arrangements should be undertaken in universities to provide work
conditions in which faculty members will be comfortable, conduct their studies
and feel happy.
Units in faculties should make communication channels between units open.
Activities that will serve to strengthen communication among faculty members
working in different units should be organized.
Group meetings should be organized by faculty members and they should
produce solutions and suggestions together.
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Activities should be organized to let faculty members spend time together
socially and bond.
can have higher life satisfaction and be more productive.
Unit supervisors should be sensitive to the needs of faculty members so that they
Supervisors should adopt democratic and supportive attitudes to increase
faculty members’ life satisfaction.
Senior management at universities should academically support faculty
members, increase its encouragement and provide the necessary equipotent ant
tools for their research and studies.
Senior management should appreciate faculty members’ achievement and make
them feel valuable for the organization.
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