Type-A Behavior, Gender, and Job Satisfaction: A Research on Instructors

By Yazici, Hikmet; Altun, Fatma | Kuram ve Uygulamada Egitim Bilimleri, Summer 2013 | Go to article overview

Type-A Behavior, Gender, and Job Satisfaction: A Research on Instructors


Yazici, Hikmet, Altun, Fatma, Kuram ve Uygulamada Egitim Bilimleri


Abstract

There has been some research which investigates the relationship between gender, different personality traits, and job satisfaction in the field of behavioral sciences. The aim of this study is to examine the difference between male and female instructors' job satisfaction and to investigate the predict level of job satisfaction by Type-A personality traits and gender. 308 instructors (116 female and 192 male) with various titles worki ng at different universities participated in this study. The data were collected through Type-? Personality Scale, Job Satisfaction Scale, and Personal Data Form. Independent t-test, Pearson product-moment correlation coefficient and multiple linear regression techniques were used to analyze the data. The findings showed that there was no significant difference between male and female instructors' scores on job satisfaction. Scores on moving away from social activities and importance attributed to timing that are sub-dimensions of Type-? Personality Scale, were significant predictors of job satisfaction. According to these results, whereas scores of moving away from social activities of participants increase, job satisfaction decreases. Additionally, scores of importance attributed to timing increases, as job satisfaction i ncreases. The findings of the study revealed that some personal characteristics explained the job satisfaction significantly.

Key Words

University, Instructors, Type-? Behavior, Job Satisfaction, Gender, Job Stress.

Characteristics such as competitiveness, a strong sense of time urgency (Strickland, 2001, p. 652), impatience, ambitiousness, restlessness and aggressiveness are observed in Type-? behavior pattern (Friedman & Rosenman, 1974). Type-B individuals are calmer and they are not hasty. There are three main differences between Type-? and Type-B personalities: 1) Type-? people have higher level of competitiveness than Type-B individuals, 2) Type-? people race against time and think that time is very important and should not be waste. 3) Type-? individuals further react when faced with obstacle (Burger, 1993). Compared to other personality types, Type-? people showed higher level of hostile and aggressive tendencies (Masters, Lacaille, & Shearer, 2003), as well as they could be the source of aggression (Baron, Neuman, & Geddes, 1999; O'Connor, 2002).

There are significant differences between Type-A and Type-B behaviors in quality of performance, labor and psychosomatic symptoms (Jamal, 1985). It shows that there are significant correlations between personality types, work-related stress and job satisfaction. Job satisfaction that is observed negative or positive in vocational studies and defined as work-related well-being of a person, is a form of assessment on the state of ones job (Weiss, 2002). In recent studies including the last three decades, it has been detected meaningful relationships between work-oriented low control, high demands, low levels of psychological well-being, low job satisfaction, burnout and work-related psychological stress (Jamal, 1999; Van Der Doef & Maes, 1999). There are different variables that have an effect on job satisfaction. In this context, co-existence supportive colleagues (Cockburn & Haydn, 2004; Saygi, Tolon, & Tekogul, 2011) and the ability to manage their own behavior (Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008) were associated with job satisfaction. The similar studies have found that efficient classroom management and teaching strategies influenced teachers' job satisfaction positively, while the stress based on classroom experiences influenced job satisfaction of teachers negatively (Klassen & Chiu, 2010).

All of the variables associated with job satisfaction such as age, education level, health status, hours of work and the size of the institution were also associated with gender (Clark, 1997). Gender variable examined in this study has been researched as associated with job satisfaction in previous studies (eg. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Type-A Behavior, Gender, and Job Satisfaction: A Research on Instructors
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.