AU  - Korkmaz, Aslı M.
AU  - Supervisor: İnal, Gözde
TI  - An analysis of the job satisfaction level of the academic staff working in a private University in North Cyprus
PY  - 2011///
CY  - Nicosia
PB  - Cyprus International University 
KW  - Minnesota job satisfaction questionnaire
KW  - Minnesota iş tatmin ölçeği
KW  - Job satisfaction
KW  - İş tatmini
N1  - Includes references.(76-86 p.); Includes appendixes(88-105 p.); 1; CHAPTER 1; 1; INTRODUCTION; 2; The Aim and Importance of the Research; 3; CHAPTER 2; 3; JOB SATISFACTION; 3; The Definition of Job Satisfaction; 5; The Importance of Job Satisfaction; 6; The Importance of Job Satisfactionfot the Organizations; 7; Performance and Efficiency; 8; Absenteeism; 9; Turn-Over; 9; Communication; 10; The Effect to Psychological Health; 12; The Development of Job Satisfaction; 13; The Studies of Job Satisfaction; 23; The Factor That Effects Job Satisfaction; 24; Indıvıdual Factors; 24; Age; 25; Gender; 26; Seniority; 27; Academic Title; 27; Organization Factors; 27; The Job Itself; 28; Salary and Award System; 30; Promotional Opportunities; 30; The Style of Admistration; 31; Human  Relationship In the Enterprise; 32; The Image of the organization; 32; Working Conditions; 32; Work Safety; 33; Social and Environment Factors; 33; The Thories of Job Satisfaction; 34; The ScopeTheories; 34; Maslow's Hierarchy of Needs; 35; Herzberg's Two Factor Theory; 36; The Need for Achievement; 37; ERG(Existence-Relatedness Growth Theroy) Theory; 38; Trait Factor Theory; 38; The Theory of Job Harmony; 39; Vroom's Expentancy Theory; 40; Lawler's-Porter's Expectation Theory; 40; Locke's Goal Setting Theory; 41; Adam's Equality Theory; 42; Skınner's Behaviour Condition Theory; 43; The Theory of Job Characteristics By Hackman and Oldman; 45; Cornell Model; 45; The Methods Used To Measure Job Satisfaction; 46; Grading Method; 46; Brayfield-Rothe Job Satisfaction Index (1951); 46; Minnesota Satisfaction Questionnaire; 47; General Motors Facial Scale; 48; Job Descriptive Index; 48; Porter Need and Satisfaction Questionaire-NSQ; 48; The Job Satiafaction Survey; 49; Critical Event Method; 49; The Interview Method; 49; Result; 51; CHAPTER 3; 51; METHODOLOGY; 51; The Model of the Research; 52; Sample; 52; The Research of The Hypothesis; 53; The Research Question; 53; The Hypothesis; 55; The Numeral of the Research; 55; The Limitaions of the Research; 56; Reliability; 56; Collecting Datas and Analysis; 57; Data Collecting Equipment; 58; Result; 59; CHAPTER 4; 59; FINIDING AND COMMMENTS; 59; The Distribution of Academics Staff Due to Denographic Properties; 59; Age; 60; Gender; 61; Academics Title; 61; Seniority; 62; The Average Answer of Academic Staff in Job Satisfaction Scale; 65; The Finding  About The Hypothesis of Research and Comment; 65; The Finding About The First Hypothesis and Comment; 66; The Findings Belong to the Second Hypothesis and Comment; 67; The Fidingds Belong to the Third Hypothesis and Comment; 67; The Finding Belong to the Fourth Hypothesis and Comment; 69; The Finding Belong to the Fourth Hypothesis and Comment; 72; CHAPTER 5; 72; RESULTS AND RECCOMMENDATION; 75; Implementation; 75; Future Work; 76; REFERENCES
N2  - 'Özet        Akademik örgütler toplumun gereksinim duyduğu insangücü yetiştirme, bilim ve teknolojinin ilerlemesini sağlama, ülke sorunlarına çözüm yolları önerme, kültürün bir kuşaktan diğerine aktarılmasını sağlama gibi önemli görevler üstlenen; girdisi ve çıktısı insan olan ve insan ilişkilerinin yüksek seviyede olduğu kurumlardır. ( Bkan ve Büyükbeşe, 2004 s.8 ) Bu sorumlulukları alan işlerinden yeterince tatmin olmaları, üniversiteye başarı sağlayıp olumlu bir imaj yaratmasına katkı sağlayacaktır. Bu çalışmada KKTC'de özel bir üniversitede görev yapan akademik personelin iş tatmin düzeyleri belirlenmeye çalışılmıştır. Yaş, cinsiyet, unvan, hizmet yılı (kıdem) gibi bağımsız değişkenlerin iş tatminlerine olan etkisi incelenmiştir.         Veri toplama aracı olarak Minnesota İş Tatmin Ölçeği (MSQ) (Weiss et al.. 1967) kullanılmış, 156 akademik personelden 103 anket formu geri dönmüştür. 20 farklı boyutu içeren Minnesota İş Tatmin Ölçeği iş doyumuna ilişkin algıları ölçmek için, 7 bağımsız değişkeni ölçen kişisel bilgi formu kullanılmıştır. Ölçeğin güvenirliğini ölçmek için Cronbach Alfa testi yapılmış ve Alfa katsayısı 0,928 olarak bulunmuştur. Araştırma problemi ve hipotezlerine ait verilerin analizi için frekans, aritmetik ortalamalar, t testi, tek yönlü Varyans analizi ve Scheffe testi, Kruskal -Wallis gibi istatiksel çözümlemelerden yararlanılmıştır.       Akademisyenlerin yaşları, cinsiyetleri akademik unvanları ve hizmet süreleri ile iş tatmin düzeyleri arasında anlamlı bir fark bulunamamıştır.       Cinsiyet değişkeni bağlamında ''bağımsız olma'' alt boyutunda anlamlı farklılıklar tespit edilmişken, yaş değişkenine bağlı olarak hiçbir alt boyutta anlamlı farklılıklar yoktur. Akademik unvan değişkeni incelendiğinde, ''aktivite''alt boyutlarında, hizmet yılı değişkenine bakıldığı zaman yine ''aktivite'' alt boyutunda anlamlı farklılıklar tespit edilmiştir. Genel iş tatmin düzeylerinde sosyal statü ve sosyal hizmetler alt boyutlarının  yani iş tatmini içsel iş tatmini boyutlarının, iş tatmini düzeylerini etkilediği görülmüştür.   Abstract        Academic organizations have important missions on training human power, providing science and technology, suggesting for countrial problems. These organizations inputs and outputs are human beings (Bakan ve Büyükbeşe, 2004, p.8). If academicians have high satisfaction, they will make a contribution for the universities positive image. In this research, the job satisfaction level of the academic staff working at a private university in North Cyprus is determined. Analyzing some independent demographic variables ( age, gender, academic title and seniority ) to seek level of affect on job satisfaction.       In this research, Minnesota Job Satisfaction Questionnaire (MSQ) is applied as a data gathering tool to 103 of 144 academicians working at faculties of the university. Minnesota Job Satisfaction Questionnaire (Weiss et al., 1967) has 20 sub-dimensions that has been applied to determine job satisfaction levels of academicians and Demographic Information Form has been applied to determine some independent values. In the questionnaire, Likert-type scale with five degrees was used to analyze data. Cronbach Alpha test has been and Alpha coefficient was found as 0,928 which is accepted to have a high  reliability. Analyzing data related to research problem and hypotheses, some statistical analysis like frequency, aritmetical averages, t test , one-way Variance analysis, Kruskal - Wallis test and Scheffe test were used.       There is no significant difference between job satisfaction levels and the variables; age, gender, academic title and seniority. There is significant difference in ''independence'' sub-dimension between gender and job satisfaction. By the way there is a significant difference in ''activity'' and ''salary'' sub-dimensions between academic title and job satisfaction. In addition, there is a significant difference in ''activity'' sub-dimension in seniority and job satisfaction. However, there is no significant difference in any sub-dimension between age and job satisfaction. The general job satisfaction levels ''social status'' and ''social services'' dimensions which are intrinsic job satisfaction dimensions, are the most effective dimension in the job satisfaction. '
ER  -