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The Effect of Teachers' Person-Organization Fit on Work-Family Conflict and Life Satisfaction

Year 2025, Volume: 9 Issue: 20, 204 - 231, 30.04.2025

Ali Akkuş , Mustafa Kaya , Arife Çelik

https://doi.org/10.57135/jier.1639260

Abstract

The aim of the research is determining the effect of teachers' person-organization fit on work- family conflict and life satisfaction. The research sample consists of teachers working in schools affiliated with the Ministry of Education in Istanbul Sultanbeyli, Sancaktepe, Kartal, Pendik, Maltepe, and Tuzla. In the study, data were collected from 461 teachers with a questionnaire technique. The research was carried out with quantitative techniques. Frequency values, reliability and factor analysis, difference tests, correlation, and regression analysis were used in the analysis. According to the research findings; It has been determined that person-organization fit has a negative effect on teachers' work-family conflict. It was concluded that the person-organization fit does not have a significant effect on teachers' family-work conflict. Also, it was determined that the person-organization fit of teachers has a positive effect on teachers' life satisfaction. It was determined that the levels of work-family conflict and family-work conflict negatively affect teachers' life satisfaction. As a result of the different tests; It has been determined that there are significant differences in perceptions of person-organization fit, life satisfaction, and work-family conflict in terms of teachers' gender, marital status, age, total experience duration, and school-level they work.

Keywords

Person-Organization Fit Work-Family Conflict Family-Work Conflict Life Satisfaction

References

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  • Aktay, S. (2019). The relationship between work-family conflict and workaholism and job insecurity: a study on engineers working in technoparks (Unpublished Master's Thesis). Çankaya University Institute of Social Sciences, Ankara.
  • Arslan, M. (2012). The effect of work-family and family-work conflicts on job satisfaction of female employees. Individual and Society, 2(3), 99 – 113.
  • Moon, F. (2010). Primary school teachers' perception of workload and work-family conflict (Unpublished Master's Thesis). Kocaeli University, Institute of Social Sciences, Kocaeli.
  • Aydin, G. (2018). A research to reveal the effect of organizational family support on work-family conflict and work integration (Master's Thesis). Ege University, Institute of Social Sciences, Izmir.
  • Aydin, I. P. (2002). Stress in business life, Ankara: Pegem A Publishing
  • Aysan, F. & Bozkurt, N. (2004). Life satisfaction, stress coping strategies and negative automatic thoughts of school counselors: A sample of Izmir province, 13th National Educational Sciences Congress, 6-9 July 2004 İnönü University, Malatya.
  • Balci, A. (2003). Organizational socialization. Theory, Strategy and Tactics. (2nd Edition). Ankara: Pegem Publishing.
  • Başaran, İ. E. (2004). Human Relations in Management, Ankara: Nobel Publishing.
  • Blanchflower, D. G. & Oswald, A. J. (2004), Well-being over time in britain and the usa. Journal Of Public Economics, 88(7-8), 1359-1386.
  • Boes, S. & Winkelmann, R. (2010). The Effect of income on general life satisfaction and dissatisfaction. Social Indicators Research, 95(1), 111–128.
  • Cable, D. M. & Judge, T. A. (1997). Person–organization fit, job choice decisions, and organizational entry. Organizational Behavior And Human Decision Processes, 67(3), 294-311
  • Cable, D. M. (1995). Person-organization fit, job choice decisions, and organizational entry. Organizational Behavior and Human Decision Processes, 67(3), 294–311.
  • Carlson, D. S., Kacmar, K. M., and Williams, L. J. (2000). Construction and initial validation of a multidimensional measure of work–family conflict. Journal Of Vocational Behavior, 56(2), 249-276.
  • Chatman, A.J. (1989). Improving interactional organizational research: A model of person- organization fit. Academy of Management Review, 14(3), 333-349.
  • Celik, T. & Üstüner, M. (2018). The relationship between teachers' professional burnout and life satisfaction, Journal of Theoretical Pedagogy, 14(2), 25-46.
  • Cetinkaya, B. (2016). The role of gender in the relationship between individual-organization fit and organizational commitment: The case of Kayseri (Unpublished Bachelor's Thesis). Erzincan University Institute of Social Sciences, Erzincan.
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  • Çırpan, H., Vardarlıer, P. and Koçak, Ö. E. (2018). The mediating effect of self-education on the relationship between person-work fit and life satisfaction, Balıkesir University Journal of Social Sciences Institute, 22(41), 237-252.
  • Demirel, S. and Canat, S. (2004). A study on self-mutilation behavior in five educational institutions in Ankara. Journal of Crisis, 12(3), 1-9.
  • Demirkasimoglu, N. (2012). The relationship between public and private primary school classroom teachers' perceptions of psychological contracts and their level of adaptation to the work environment (Unpublished Ph.D. Thesis). Ankara University Institute of Educational Sciences, Ankara.
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  • Finegan, E. (2000). The impact of person and organization values on organizational commitment. Journal of Occupational and Organizational Psychology, 73(2), 149- 169.
  • Gilman, R. & Huebner, E. (2006). Characteristics of adolescents who report very high life satisfaction. Journal Of Youth And Adolescence, 35(3), 311-319.
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  • Gozde, G. A. (2019). A study to uncover the impact of organizational family support on work-family conflict and work integration (Unpublished Master's Thesis). Ege University, Institute of Social Sciences, Izmir.
  • Greenhaus, J. H. & Beutell, N. J. (1985). Sources of conflict between work and family roles. Academy Of Management Review, 10(1), 76-88.
  • Güner, N. (2019). The relationship between favoritism behaviors of school administrators and teachers' life satisfaction (Unpublished Master's Thesis). Dicle University, Institute of Educational Sciences, Diyarbakır.
  • Hair, J. M. (2004). Work-family conflict and turnover intention: exploring the moderation effects. New Zealand Journal Of Psychology, 33(1), 35-47.
  • Kapız, S. Ö. (2002). Work-family life balance and an approach to balance: Boundary theory, Dokuz Eylül University Journal of Social Sciences Institute, 4(3), 139-153.
  • Karasar, N. (2016). Scientific Research Method. Ankara: Nobel Publishing Distribution.
  • Kaya, E. U. (2008). The relationship between work-home interaction and work conditions: a study in the postal service. Fırat University Journal of Social Sciences, 18(2), 253-275.
  • Khan, M. N. (2015). Impact of work- family conflict on organizational performance. Research Journal of Recent Sciences, 4(5), 48-53.
  • Korkmaz, C. (2017). Examining the relationships between organizational commitment, organizational justice and life satisfaction: An application (Unpublished Master's Thesis). Giresun University, Institute of Social Sciences, Giresun.
  • Kristof, A. L. (1996). Person‐organization fit: an integrative review of its conceptualizations, measurement, and implications. Personnel psychology, 49(1), 1-49
  • Morgenstern, J. (2004). Two in One: Productivity and Satisfaction in Business Life, T. Akal (Trans.), Istanbul: Optimist Publications.
  • Muchinsky, P. M. & Monahan, C. J. (1987). What is person-environment congruence? Supplementary versus complementary models of fit. Journal of Vocational Behavior, 31(3), 268-277.
  • Netemeyer, R. G., Boles, J. S., and Mcmurrian, R. (1996). Development and validation of work–family conflict and family–work conflict scales. Journal Of Applied Psychology, 81(4), 400-418.
  • Özdevecioğlu, M. & Aktaş, A. (2007). The effect of career commitment, occupational commitment, and organizational commitment on life satisfaction: the role of work-family conflict. Erciyes University Journal of the Faculty of Economics and Administrative Sciences, 9(6), 1-20.
  • Ozkul, R. (2014). Work-family conflict and life satisfaction levels in secondary school teachers (Unpublished Master's Thesis). İnönü University, Institute of Educational Sciences, Malatya.
  • Piasentin, K. A. & Chapman, D. S. (2006). Subjective person–organization fit: bridging the gap between conceptualization and measurement. Journal of Vocational Behavior, 69(2), 202-221.
  • Proctor, C., Linley, P. A., and Maltby, J. (2009). Very happy youths: benefits of very high life satisfaction among adolescents. Social Indicators Research. 6(2), 21-40.
  • Rabenu, E., Tziner A., and Sharoni G. (2014). The relationship between work-family conflict, stress and work attitudes. International Journal Of Manpower, 38(8), 1143-1156.
  • Recepoğlu, E. & Tümlü, G. (2015). Investigation of the relationship between professional and life satisfaction of university academic staff, Kastamonu Education Journal, 23(4), 1851-1868
  • Scheneider, B. (1987). The People Make the Place. Personnel Psychology, 40(3), 437- 453
  • Sezgin F. (2006). Primary school teachers' perceptions of individual-organizational value alignment, Educational Administration in Theory and Practice, 48(1), 557-583.
  • Softa, H. K., Karaahmetoğlu, G. U., Erdogan, O. and Yavuz, S. (2015). Examination of some factors affecting life satisfaction in the elderly. Journal of Elderly Issues Research, 8(1), 12-21.
  • Steele, S. A. (2016). An evaluation of emotional intelligence and person-organization fit (Unpublished Ph.D. Thesis). The University of the Rockies, Denver, USA.
  • Sunk, K. (2003). Influencing variables on life satisfaction of korean elders in institutions, Journal Of Korean Academy Of Nursing, 33(8), 1093-1100.
  • Sahin, S. (2008). Burnout and life satisfaction levels of physical education teachers (Unpublished Master's Thesis). Mersin University, Institute of Health Sciences, Mersin.
  • Şekeroğlu, M. Ö. (2019). Life satisfaction and positivity levels of workers of provincia directorate of youth and Sports.
  • Şener, A. (2009). Old age, life satisfaction and leisure activities, Hacettepe University Journal of Sociological Research, 12(4), 45-58.
  • Şimşek, E. & Aktaş, H. (2015). The relationship between loneliness and life satisfaction in the context of communication skills, (Ed. Selen Doğan), Life Satisfaction. Ankara: Nobel Publishing, 147-178.
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  • Taşdan, M. (2008). The relationship between the level of alignment, job satisfaction and perceived social support between the individual values of public and private primary school teachers in Turkey and the organizational values of the school (Unpublished PhD Thesis). Ankara University Institute of Educational Sciences, Ankara.
  • Sweet, H. S. (2014). The effect of diversity management on organizational commitment (Master's Thesis). Kahramanmaraş Sütçü İmam University, Institute of Social Sciences, Kahramanmaraş.
  • Telef, B. (2011). Examination of teachers' self-efficacy, job satisfaction, life satisfaction and burnout. Elementary Education Online, 10(1), 91-108.
  • Turunç Ö. (2017). The role of person-organization fit in the relationship between organizational justice and cynicism: a study in the education sector, International Journal of Economics and Administrative Sciences, 3(2), 80- 96.
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Öğretmenlerin Kişi-Örgüt Uyumunun İş- Aile Çatışması ve Yaşam Doyumuna Etkisi

Year 2025, Volume: 9 Issue: 20, 204 - 231, 30.04.2025

Ali Akkuş , Mustafa Kaya , Arife Çelik

https://doi.org/10.57135/jier.1639260

Abstract

Bu araştırmada farklı türdeki okullarda görev yapan öğretmenlerin kişi-örgüt uyumlarının iş-aile çatışmasına ve yaşam doyumuna etkisinin incelenmesi amaçlanmıştır. İstanbul ili Sultanbeyli, Sancaktepe, Kartal, Pendik, Maltepe ve Tuzla ilçelerinde MEB’e bağlı devlet okullarında görev yapan öğretmenlerden basit tesadüfi örneklem yöntemi ile belirlenen 461 öğretmenden anket tekniği ile veri toplanmıştır. Veriler SPSS 21.0 paket programı kullanılarak analiz edilmiştir. Araştırma nicel tekniklerle gerçekleştirilmiştir.
Araştırma bulgularına göre; Kişi-örgüt uyumunun öğretmenlerin iş aile çatışması üzerinde negatif bir etkiye sahip olduğu; Kişi-örgüt uyumunun öğretmenlerin aile-iş çatışması üzerinde anlamlı bir etkiye sahip olmadığı; öğretmenlerin kişi-örgüt uyumunun öğretmenlerin yaşam doyumu üzerinde pozitif yönde etkisinin olduğu; İş- aile çatışması ve aile-iş çatışması düzeylerinin öğretmenlerin yaşam doyumunu negatif yönde etkilediği bulgularına ulaşılmıştır. Fark testleri sonucunda; öğretmenlerin cinsiyetleri, medeni durumları, yaşları, toplam deneyim süreleri ve çalıştıkları okul kademesi açısından kişi-örgüt uyumu, yaşam doyumu ve iş-aile çatışması algılarında anlamlı farklılıklar tespit edilmiştir.
Öğretmenlerin kişisel değerlerinin okul değerleri ile uyum içinde olması halinde öğretmenler hayatlarından memnun oldukları ve iş verimliliklerinin arttığı sonucuna varılarak alana katkı sağlamayı amaçlamıştır.

Keywords

Kişi-Örgüt Uyumu İş-Aile Çatışması Aile-İş Çatışması Yaşam Doyumu

References

  • Akkaya, A. (2019). Investigation of the relationship between individual-organization adaptation and burnout levels of academicians (Master's Thesis). Istanbul University- Cerrahpaşa Institute of Graduate Studies, Istanbul.
  • Aktay, S. (2019). The relationship between work-family conflict and workaholism and job insecurity: a study on engineers working in technoparks (Unpublished Master's Thesis). Çankaya University Institute of Social Sciences, Ankara.
  • Arslan, M. (2012). The effect of work-family and family-work conflicts on job satisfaction of female employees. Individual and Society, 2(3), 99 – 113.
  • Moon, F. (2010). Primary school teachers' perception of workload and work-family conflict (Unpublished Master's Thesis). Kocaeli University, Institute of Social Sciences, Kocaeli.
  • Aydin, G. (2018). A research to reveal the effect of organizational family support on work-family conflict and work integration (Master's Thesis). Ege University, Institute of Social Sciences, Izmir.
  • Aydin, I. P. (2002). Stress in business life, Ankara: Pegem A Publishing
  • Aysan, F. & Bozkurt, N. (2004). Life satisfaction, stress coping strategies and negative automatic thoughts of school counselors: A sample of Izmir province, 13th National Educational Sciences Congress, 6-9 July 2004 İnönü University, Malatya.
  • Balci, A. (2003). Organizational socialization. Theory, Strategy and Tactics. (2nd Edition). Ankara: Pegem Publishing.
  • Başaran, İ. E. (2004). Human Relations in Management, Ankara: Nobel Publishing.
  • Blanchflower, D. G. & Oswald, A. J. (2004), Well-being over time in britain and the usa. Journal Of Public Economics, 88(7-8), 1359-1386.
  • Boes, S. & Winkelmann, R. (2010). The Effect of income on general life satisfaction and dissatisfaction. Social Indicators Research, 95(1), 111–128.
  • Cable, D. M. & Judge, T. A. (1997). Person–organization fit, job choice decisions, and organizational entry. Organizational Behavior And Human Decision Processes, 67(3), 294-311
  • Cable, D. M. (1995). Person-organization fit, job choice decisions, and organizational entry. Organizational Behavior and Human Decision Processes, 67(3), 294–311.
  • Carlson, D. S., Kacmar, K. M., and Williams, L. J. (2000). Construction and initial validation of a multidimensional measure of work–family conflict. Journal Of Vocational Behavior, 56(2), 249-276.
  • Chatman, A.J. (1989). Improving interactional organizational research: A model of person- organization fit. Academy of Management Review, 14(3), 333-349.
  • Celik, T. & Üstüner, M. (2018). The relationship between teachers' professional burnout and life satisfaction, Journal of Theoretical Pedagogy, 14(2), 25-46.
  • Cetinkaya, B. (2016). The role of gender in the relationship between individual-organization fit and organizational commitment: The case of Kayseri (Unpublished Bachelor's Thesis). Erzincan University Institute of Social Sciences, Erzincan.
  • Cetinkaya, F. (2011). The effect of stress sources in organizations on employees' work-family conflict and a study on female bank employees in the city center of Afyon (Unpublished Master's Thesis). Institute of Social Sciences, Afyonkarahisar.
  • Çırpan, H., Vardarlıer, P. and Koçak, Ö. E. (2018). The mediating effect of self-education on the relationship between person-work fit and life satisfaction, Balıkesir University Journal of Social Sciences Institute, 22(41), 237-252.
  • Demirel, S. and Canat, S. (2004). A study on self-mutilation behavior in five educational institutions in Ankara. Journal of Crisis, 12(3), 1-9.
  • Demirkasimoglu, N. (2012). The relationship between public and private primary school classroom teachers' perceptions of psychological contracts and their level of adaptation to the work environment (Unpublished Ph.D. Thesis). Ankara University Institute of Educational Sciences, Ankara.
  • Diener, E. & Suh, E. (1997), Measuring quality of life: economic, social, and subjective indicators. Social Indicators Research, 40(1-2), 189–216.
  • Diener, E. (1985). The satisfaction with life scale, Journal Of Personality Assessment, 49(1), 71-75.
  • Dikmen, A. (1995). The relationship between job satisfaction and life satisfaction, Ankara University, Journal of SBF, 50(3), 115-140.
  • Dogan, E., Serin, H. and Sarıboğa, V. (2019). A research on individual-organizational fit of classroom teachers. OPUS–International Journal of Society Studies, 13(19), 144-165.
  • Efeoğlu, İ. F. (2006). Effects of work-family life conflict on job stress, job satisfaction, and organizational commitment: a study in the pharmaceutical industry (Unpublished PhD Thesis). Çukurova University, Adana.
  • Erdogan. E. (2016). Investigation of nurses' individual social responsibility levels and life satisfaction according to demographic variables (Unpublished Master's Thesis). Süleyman Demirel University Institute of Social Sciences, Isparta.
  • Erkutlu, H., Elden, B. and Özdemir, H. (2018). Examination of the relationship between individual demographic variables and individual-organization fit. International Journal of Social Science, 1 (3), 52-60.
  • Fırat, Z. M. & Cula, S. (2016). Work-family conflict, family-work conflict, and the effect of job satisfaction on teachers' life satisfaction. Başkent University Journal of Education, 3(2), 146-155.
  • Finegan, E. (2000). The impact of person and organization values on organizational commitment. Journal of Occupational and Organizational Psychology, 73(2), 149- 169.
  • Gilman, R. & Huebner, E. (2006). Characteristics of adolescents who report very high life satisfaction. Journal Of Youth And Adolescence, 35(3), 311-319.
  • Göksu, T. (2007). Organizational Behavior. (Ed. Salih Guney). Management and Organization. Ankara: Nobel Publishing, 181-232.
  • Gozde, G. A. (2019). A study to uncover the impact of organizational family support on work-family conflict and work integration (Unpublished Master's Thesis). Ege University, Institute of Social Sciences, Izmir.
  • Greenhaus, J. H. & Beutell, N. J. (1985). Sources of conflict between work and family roles. Academy Of Management Review, 10(1), 76-88.
  • Güner, N. (2019). The relationship between favoritism behaviors of school administrators and teachers' life satisfaction (Unpublished Master's Thesis). Dicle University, Institute of Educational Sciences, Diyarbakır.
  • Hair, J. M. (2004). Work-family conflict and turnover intention: exploring the moderation effects. New Zealand Journal Of Psychology, 33(1), 35-47.
  • Kapız, S. Ö. (2002). Work-family life balance and an approach to balance: Boundary theory, Dokuz Eylül University Journal of Social Sciences Institute, 4(3), 139-153.
  • Karasar, N. (2016). Scientific Research Method. Ankara: Nobel Publishing Distribution.
  • Kaya, E. U. (2008). The relationship between work-home interaction and work conditions: a study in the postal service. Fırat University Journal of Social Sciences, 18(2), 253-275.
  • Khan, M. N. (2015). Impact of work- family conflict on organizational performance. Research Journal of Recent Sciences, 4(5), 48-53.
  • Korkmaz, C. (2017). Examining the relationships between organizational commitment, organizational justice and life satisfaction: An application (Unpublished Master's Thesis). Giresun University, Institute of Social Sciences, Giresun.
  • Kristof, A. L. (1996). Person‐organization fit: an integrative review of its conceptualizations, measurement, and implications. Personnel psychology, 49(1), 1-49
  • Morgenstern, J. (2004). Two in One: Productivity and Satisfaction in Business Life, T. Akal (Trans.), Istanbul: Optimist Publications.
  • Muchinsky, P. M. & Monahan, C. J. (1987). What is person-environment congruence? Supplementary versus complementary models of fit. Journal of Vocational Behavior, 31(3), 268-277.
  • Netemeyer, R. G., Boles, J. S., and Mcmurrian, R. (1996). Development and validation of work–family conflict and family–work conflict scales. Journal Of Applied Psychology, 81(4), 400-418.
  • Özdevecioğlu, M. & Aktaş, A. (2007). The effect of career commitment, occupational commitment, and organizational commitment on life satisfaction: the role of work-family conflict. Erciyes University Journal of the Faculty of Economics and Administrative Sciences, 9(6), 1-20.
  • Ozkul, R. (2014). Work-family conflict and life satisfaction levels in secondary school teachers (Unpublished Master's Thesis). İnönü University, Institute of Educational Sciences, Malatya.
  • Piasentin, K. A. & Chapman, D. S. (2006). Subjective person–organization fit: bridging the gap between conceptualization and measurement. Journal of Vocational Behavior, 69(2), 202-221.
  • Proctor, C., Linley, P. A., and Maltby, J. (2009). Very happy youths: benefits of very high life satisfaction among adolescents. Social Indicators Research. 6(2), 21-40.
  • Rabenu, E., Tziner A., and Sharoni G. (2014). The relationship between work-family conflict, stress and work attitudes. International Journal Of Manpower, 38(8), 1143-1156.
  • Recepoğlu, E. & Tümlü, G. (2015). Investigation of the relationship between professional and life satisfaction of university academic staff, Kastamonu Education Journal, 23(4), 1851-1868
  • Scheneider, B. (1987). The People Make the Place. Personnel Psychology, 40(3), 437- 453
  • Sezgin F. (2006). Primary school teachers' perceptions of individual-organizational value alignment, Educational Administration in Theory and Practice, 48(1), 557-583.
  • Softa, H. K., Karaahmetoğlu, G. U., Erdogan, O. and Yavuz, S. (2015). Examination of some factors affecting life satisfaction in the elderly. Journal of Elderly Issues Research, 8(1), 12-21.
  • Steele, S. A. (2016). An evaluation of emotional intelligence and person-organization fit (Unpublished Ph.D. Thesis). The University of the Rockies, Denver, USA.
  • Sunk, K. (2003). Influencing variables on life satisfaction of korean elders in institutions, Journal Of Korean Academy Of Nursing, 33(8), 1093-1100.
  • Sahin, S. (2008). Burnout and life satisfaction levels of physical education teachers (Unpublished Master's Thesis). Mersin University, Institute of Health Sciences, Mersin.
  • Şekeroğlu, M. Ö. (2019). Life satisfaction and positivity levels of workers of provincia directorate of youth and Sports.
  • Şener, A. (2009). Old age, life satisfaction and leisure activities, Hacettepe University Journal of Sociological Research, 12(4), 45-58.
  • Şimşek, E. & Aktaş, H. (2015). The relationship between loneliness and life satisfaction in the context of communication skills, (Ed. Selen Doğan), Life Satisfaction. Ankara: Nobel Publishing, 147-178.
  • Stone, I. (2011). Investigation of life meaning, life satisfaction, social comparison and internal-external locus of control in terms of various variables in teachers (Master's Thesis). Sakarya University, Institute of Educational Sciences, Sakarya.
  • Taşdan, M. (2008). The relationship between the level of alignment, job satisfaction and perceived social support between the individual values of public and private primary school teachers in Turkey and the organizational values of the school (Unpublished PhD Thesis). Ankara University Institute of Educational Sciences, Ankara.
  • Sweet, H. S. (2014). The effect of diversity management on organizational commitment (Master's Thesis). Kahramanmaraş Sütçü İmam University, Institute of Social Sciences, Kahramanmaraş.
  • Telef, B. (2011). Examination of teachers' self-efficacy, job satisfaction, life satisfaction and burnout. Elementary Education Online, 10(1), 91-108.
  • Turunç Ö. (2017). The role of person-organization fit in the relationship between organizational justice and cynicism: a study in the education sector, International Journal of Economics and Administrative Sciences, 3(2), 80- 96.
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Details

Primary Language English
Subjects Teacher and Student Wellbeing
Journal Section Eğitim Bilimleri
Authors

Ali Akkuş 0000-0002-8575-2230

Mustafa Kaya 0000-0003-3201-7029

Arife Çelik 0009-0006-8943-6856

Publication Date April 30, 2025
Submission Date February 13, 2025
Acceptance Date April 20, 2025
Published in Issue Year 2025 Volume: 9 Issue: 20

Cite

APA Akkuş, A., Kaya, M., & Çelik, A. (2025). The Effect of Teachers’ Person-Organization Fit on Work-Family Conflict and Life Satisfaction. Disiplinlerarası Eğitim Araştırmaları Dergisi, 9(20), 204-231. https://doi.org/10.57135/jier.1639260
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The Aim of The Journal

The Journal of Interdisciplinary Educational Researches (JIER) published by the Interdisciplinary Educational and Research Association (JIER)A) is an internationally eminent journal.

JIER, a nonprofit, nonprofit NGO, is concerned with improving the education system within the context of its corporate objectives and social responsibility policies. JIER, has the potential to solve educational problems and has a strong gratification for the contributions of qualified scientific researchers.

JIER has the purpose of serving the construction of an education system that can win the knowledge and skills that each individual should have firstly in our country and then in the world. In addition, JIER serves to disseminate the academic work that contributes to the professional development of teachers and academicians, offering concrete solutions to the problems of all levels of education, from preschool education to higher education.

JIER has the priority to contribute to more qualified school practices. Creating and managing content within this context will help to advance towards the goal of being a "focus magazine" and "magazine school", and will also form the basis for a holistic view of educational issues. It also acts as an intermediary in the production of common mind for sustainable development and education