Osebnostni dejavniki, subjektivne norme in karierni namen pedagoških delavcev v visokem šolstvu
the Role of Personal Factors and Subjective Norms
DOI:
https://doi.org/10.37886/Ključne besede:
pedagoški delavci, karierni namen, osebnostni dejavniki, subjektivne norme, visoko šolstvoPovzetek
Raziskovalno vprašanje: Kako osebnostni dejavniki, subjektivne norme in zaznana kompetentnost vplivajo na karierni namen pedagoških delavcev v visokem šolstvu?
Namen: Namen raziskave je analizirati odnos pedagoških delavcev do pedagoške kariere, zaznano socialno podporo ter njihove karierne preference v prihodnosti.
Metoda: Raziskava temelji na kvantitativnem pristopu. Podatki so bili zbrani s spletno anketo med 206 pedagoškimi delavci v slovenskem visokošolskem prostoru. Uporabljene so bile uveljavljene merske lestvice za merjenje osebnostnih dejavnikov, subjektivnih norm in kariernega namena. Podatki so bili analizirani z opisno statistiko, enovzorčnimi t-testi, t-testom za odvisne vzorce in hi-kvadrat testom.
Rezultati: Le-ti kažejo, da pedagoški delavci izkazujejo visoko stopnjo pozitivnega odnosa do pedagoške kariere, notranjega zadovoljstva z delom in zaznane kompetentnosti. Subjektivne norme so izrazito podporne, zlasti s strani ožjih družinskih članov. Notranje zadovoljstvo z delom je statistično značilno višje od zaznane zunanje atraktivnosti pedagoške kariere. Večina anketirancev kot svojo prvo karierno izbiro navaja pedagoško delo v javni visokošolski ustanovi.
Organizacija: Ugotovitve prispevajo k razumevanju karierne stabilnosti pedagoškega kadra in pomena notranje motivacije za trajnostni razvoj visokošolskih institucij.
Družba: Raziskava poudarja pomen podpore pedagoškemu delu kot družbeno ključnemu poklicu ter potrebo po ustvarjanju stabilnega in spodbudnega akademskega okolja.
Originalnost: Prispevek celostno povezuje osebnostne dejavnike, subjektivne norme in karierni namen v slovenskem visokošolskem prostoru.
Omejitve/nadaljnje raziskovanje: Raziskava temelji na samoocenjevanju in priložnostnem vzorcu; prihodnje raziskave bi lahko vključile longitudinalni pristop in primerjavo med državami.
Literatura
1. Atta, E. (2024). Big five personality factors and their relationship to the performance of quality work among faculty teaching staff members. International Journal of Education and Information Technologies. Https://Doi. Org/10.46300/9109.2024, 18.
2. Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2009). Trends in Global Higher Education: Tracking an Academic Revolution. UNESCO, Paris.
3. Boyer, E. L. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Carnegie Foundation for the Advancement of Teaching, Princeton, NJ.
4. Courtois, A. D. M., & O’Keefe, T. (2015). Precarity in the ivory cage: Neoliberalism and casualisation of work in the Irish higher education sector. Journal for Critical Education Policy Studies, 13(1).
5. De Weert, E., & van Vucht Tijssen, L. (1999). Academic staff between threat and opportunity : Changing employment and conditions of service. https://api.semanticscholar.org/CorpusID:166735651
6. Drake, I., & Svenkerud, S. W. (2024). Career ambitions of women academics. Are women willing and able to rise to the top in higher education institutions? Studies in Higher Education, 49(9), 1640–1651. https://doi.org/10.1080/03075079.2023.2272742
7. Efimova, G. (2022). Career Strategies for Higher Education Teachers. Sociologicheskaja Nauka i Social’naja Praktika, 10(1), 24–40. https://doi.org/10.19181/snsp.2022.10.1.8859
8. Eryilmaz, A., & Kara, A. (2017). Comparison of teachers and pre-service teachers with respect to personality traits and career adaptability. International Journal of Instruction, 10(1), 85–100. https://doi.org/10.12973/iji.2017.1016a
Revija za univerzalno odličnost / Journal of Universal Excellence Št. / Vol. 15, št. / no. 3, letnik / year 2026
252
9. Gappa, J. M., & MacDermid, M. J. (1997). Career and Family in Academia: Paradoxes and Possibilities. University of Michigan Press, Ann Arbor, MI.
10. Gasiukova, E., & Korotaev, S. (2019). Precarity in Russia: attitudes, work and life experience of young adults with higher education. International Journal of Sociology and Social Policy, 39(7/8), 506–520. https://doi.org/10.1108/IJSSP-10-2018-0163
11. Glassick, C. E., Huber, M. T., & Maeroff, G. I. (1997). Scholarship Assessed: Evaluation of the Professoriate. Jossey-Bass, San Francisco, CA.
12. González-Calvo, G. (2020). Programmed agar.Io in higher education: Fundaments of the dynamics of overproduction and superproduction. Qualitative Research in Education, 9(2), 160–187. https://doi.org/10.17583/qre.2020.5412
13. Gotham, R. E. (1945). Personality and Teaching Efficiency. Journal of Experimental Education, 14(2), 157–165. https://doi.org/10.1080/00220973.1945.11010335
14. Gottschalk, L., & McEachern, S. (2010). The frustrated career: Casual employment in higher education. Australian Universities’ Review, 52(1), 37–50. https://doi.org/https://search.informit.org/doi/10.3316/informit.938456264757736
15. Gumport, P. J. (2002). "Faculty and the New Managerialism in Higher Education: Academic Governance and the Commodification of Knowledge." V W. G. Tierney (ur.), Higher Education: Handbook of Theory and Research (Vol. 17, str. 248–271). Agathon Press, New York, NY.
16. Hadjam, M. N. R., & Widhiarso, W. (2011). Efikasi mengajar sebagai mediator peranan faktor kepribadian terhadap performasi mengajar guru. Humanitas, 8(1), 1.
17. Hanling, L. (2005). The Current Situation of Teachers in Institutions of Higher Education with Regard to Their Work and How They Perceive Their Careers. Chinese Education & Society, 38(5), 9–17. https://doi.org/10.1080/10611932.2005.11031718
18. Johnston-Anderson, N. (2016). Teacher career trajectories and aspirations in context: A mixed methods study of second-stage teachers in New South Wales.
19. Jugović, I., Marušić, I., Pavin Ivanec, T., & Vizek Vidović, V. (2012). Motivation and personality of preservice teachers in Croatia. Asia-Pacific Journal of Teacher Education, 40(3), 271–287. https://doi.org/10.1080/1359866X.2012.700044
20. Kane, K. (2007). University academic professional staff: augmenting traditional faculty teaching, advising, and research roles. https://api.semanticscholar.org/CorpusID:154543959
21. Kodithuwakku, S. (2017). Job Satisfaction Among Academic Staff Members in State Universities in Sri Lanka. https://api.semanticscholar.org/CorpusID:169958853
22. Kolvereid, L. (1996). Prediction of Employment Status Choice Intentions. Entrepreneurship Theory and Practice, 21(1), 47–58. https://doi.org/10.1177/104225879602100104
23. Kovalcikiene, K., & Daukilas, S. (2018). Vocational teachers’ personality, career calling and the aspects of teaching quality. Contemporary Educational Researches Journal, 8(1), 39–49. https://doi.org/10.18844/cerj.v8i1.3431
24. Leslie, K. (2014). Faculty Development for Academic and Career Development. https://api.semanticscholar.org/CorpusID:151247157
25. Lin, W.-Q., Yuan, L.-X., Kuang, S.-Y., Zhang, X.-X., Lu, C.-J., Lin, T.-T., Lin, W.-Y., Cen, H.-H., Zhou, Y., & Wang, P.-X. (2020). Work engagement as a mediator between organizational commitment and job satisfaction among community health-care workers in China: a cross-sectional study. Psychology, Health & Medicine, 25(6), 666–674.
Revija za univerzalno odličnost / Journal of Universal Excellence Št. / Vol. 15, št. / no. 3, letnik / year 2026
253
26. Liñán, F., & Chen, Y. W. (2009). Development and cross-cultural application of a specific instrument to measure entrepreneurial intentions. Entrepreneurship: Theory and Practice, 33(3), 593–617. https://doi.org/10.1111/j.1540-6520.2009.00318.x
27. Lopes, A., & Dewan, I. A. (2014). Precarious pedagogies? The impact of casual and zero-hour contracts in higher education. Journal of Feminist Scholarship, 7(7), 28–42.
28. López, C. M., Saborido, D. M., Seijo, J. C. T., & Batanero, J. M. F. (2023). Explanatory variables of educational innovation: A model based on personality traits. Electronic Journal of Research in Educational Psychology, 21(60), 349–372. https://doi.org/10.25115/ejrep.v21i60.5538
29. Mäkelä, K., Hirvensalo, M., & Whipp, P. (2015). Determinants of PE teachers career intentions. Journal of Teaching in Physical Education, 34(4), 680–699.
30. McIlveen, P., & Perera, H. N. (2016). Career Optimism Mediates the Effect of Personality on Teachers’ Career Engagement. Journal of Career Assessment, 24(4), 623–636. https://doi.org/10.1177/1069072715616059
31. Moubedeen, A. M. K. (2022). The Five Major Factors in the Personality and Quality of Career of Teachers who are Late in Marriage: A Comparative Study Based on Gender. Dirasat: Educational Sciences, 49(4), 393–409. https://doi.org/10.35516/edu.v49i4.3348
32. Rai, A., & Maheshwari, S. (2020). Exploring the mediating role of work engagement between the linkages of job characteristics with organizational engagement and job satisfaction. Management Research Review, 44(1), 133–157.
33. Ramsden, P. (2003). Learning to Teach in Higher Education. RoutledgeFalmer, London.
34. Registrar. (2010). what do academics do? main - Careers Centre - ANU - Careers Centre - ANU. https://api.semanticscholar.org/CorpusID:107244916
35.
Robson, J. (2023). Stigma and spoiled identities: rescripting career norms for precariously employed academic staff. British Journal of Sociology of Education, 44(1), 183–198. https://doi.org/10.1080/01425692.2022.2137464
36. Rogach, O. V., Frolova, E. V., & Ryabova, T. M. (2019). Trajectories of building a career of a teacher within academic competition. European Journal of Contemporary Education, 8(2). https://doi.org/10.13187/ejced.2019.2.338
37. Schuster, J. H., & Finkelstein, M. J. (2006). The American Faculty: The Restructuring of Academic Work and Careers. Johns Hopkins University Press, Baltimore, MD.
38. Tangney, S., & Flay-Petty, C. (2019). Developing early to mid-career academic staff in a changing university environment. AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 11. https://api.semanticscholar.org/CorpusID:150944918
39. Teichler, U., Arimoto, A., & Cummings, W. K. (2013). The Academic Career. https://api.semanticscholar.org/CorpusID:155945329
40. Tierney, W. G., & Miner, S. K. (2003). Faculty Work and the New Academy: From Autonomy to Accountability. Johns Hopkins University Press, Baltimore, MD.
41. Tomšik, R., & Gatial, V. (2018). Choosing Teaching as a Profession: Influence of Big Five Personality Traits on Fallback Career. Problems of Education in the 21st Century, 76(1), 100–108.
42. Varela, O., & Premeaux, S. A. (2023). Teaching, research, and service as drivers of academic career success. Organization Management Journal. https://api.semanticscholar.org/CorpusID:264948401
43. Zhang, T., & Li, B. (2020). Job crafting and turnover intention: The mediating role of work engagement and job satisfaction. Social Behavior and Personality: An International Journal, 48(2), 1–9.
