The Effect of Teachers' Perceptions of Meaningful Work on the Corrosion of Character Level

Abstract

In today's world, where the post-industrial transformation has begun to affect educational organizations, the roles and experiences of teachers are also changing. In this context, it is thought that the teacher's ability to find meaning in his profession can reduce the effects of experiences related to precariousness, sense of belonging, drift and individualization. The aim of this study is to investigate the effect of teachers' meaningful job perception on the corrosion of character. In order to achieve this aim, both correlational and survey methods were used within the framework of quantitative research in the study. The sample consisted of 382 teachers working in Eyup District of Istanbul Province in the 2019-2020 academic year. Participants were selected through simple random sampling, one of the probability sampling methods. Data collection tools used in the study were the Meaningful Work Scale and the Corrosion of Character Scale, and data were analyzed using the JAMOVI statistical program. The results showed that teachers' perception of meaningful work was high, while their perception of character corrosion was at a medium level. The study also revealed significant differences in teachers' perceptions of meaningful work and levels of character corrosion based on their personal characteristics. Additionally, the study concluded that the perception of meaningful work serves as a predictor of character corrosion; a higher perception of meaningful work among teachers led to lower levels of character corrosion.