Öğretim üyelerinin işe bağımlılık düzeyi ile iş-yaşam dengesi ve iş-aile yaşam dengesi arasındaki ilişki
Özet
The purpose of this study is to determine the levels of workaholism and work -life and work - family life balance of academics and to investigate the relationship between workaholism and work-life and work-family life balance. Survey model and quantitative method were used in the study. The academics working in Ankara University were the target population. The study group included 519 faculty members working in 13 faculties of Ankara University who volunteered to participate in the study. Three measures were used to collect data; the ?Workaholism Scale? developed by Robinson in 1989 and adapted to Turkish by the researcher, ?Work-Life Balance Scale? and ?Work-Family Life Balance Scale? that both were developed by the researcher. Demographical characteristics of the participants were analysed by using frequency and percentage analyses. Levels in each dimension and in the items constituting the dimensions of workaholism and work ? life balance and work ? family life balance were examined by using their means and standard deviations. Effects of academic title and fields of science of the participants on workaholism, work - life balance, and work -family life balance were analyzed by using One-Way Analysis of Variance (ANOVA). In order to determine which groups were significantly different from each other a Post-Hoc method namely Scheffe test was used. The relationships between the workaholism, the work-life balance, and the work-family life balance were examined by a correlation test. The factors affecting the dimensions ofworkaholism, work-life, and work-family life balance were determined by using the multiple regression analysis. Results of the study revealed that academics often showed compulsive tendencies. Academic title was effective on compulsive tendencies and assistant professors appeared to show relatively more compulsive tendencies than others. Academics had problems occasionally in the control and communication dimensions. Professors had relatively higher levels of self-worth than other academics.In general, academics thought that they were able to establish a balance betweentheir work and private life. Results indicated that the professors better balanced their work and private life than the associate and assistant professors. Compared to the assistant professors, professors thought more often that they neglected their private life. Results also indicated that the academics with higher titles allocated more time for themselves than those with lower titles. All academics indicated that their work life negatively affected their family life. The academics in the social sciences faculties showed more compulsive tendencies than the academics in the science and technology faculties. The academics in the social sciences allocated more time for their work and they suffered more from the communication problems. In addition, the academics in the socialsciences had higher self-worth than those in the science and technology sciences and they thought they balanced better their work and private life. Nevertheless, academics in the science and technology sciences found themselves as they only knew how to work and had no other life and they believed they could not involve in family activities than compared to the academics in the social and health sciences. Compulsive tendencies decreased as academics allocated more time for themselves. The more academics neglected their lives and the more they involved in work, the higher their control feelings increased. As the work ? private life balance of academics increased, they reported fewer problems in their communications but more compulsive tendencies. In addition, as they ignored more of their private life, their compulsive tendencies increased, their communication with others was damaged, and their self-worth decreased. The negative effect of the family on the work life increased academics? compulsive tendencies and the negative effect of the work life on the family relations increased academics? both control and communication problems. As family-work life balance increased the academics? selfworth increased as well. There was a negative relationship between workaholism and work ? private life balance and work ? family life balance. The results can be summarized as that while the workaholism of the academics increased the work- private life balance decreased and as the workaholism decreased the work-private life balance increased. Similarly, while the workaholism of the academics increased the work ? family life balance decreased and as the workaholism decreased the work ? family life balance increased.