Abstract
This study aims to determine the relationship between self-leadership behaviors and job satisfaction levels of Sports-Sports Training Specialists working in Provincial Directorates of Youth and Sports. The research population consists of 230 Sports-Sports Training Specialists working in the Provincial Directorates of Youth and Sports in the Eastern Anatolia Region. “Personal Information Form”, “Self-Leadership Questionnaire-SLQ” and “Job Satisfaction Scale” were used for data collection. 72.2% of the participants are male, 73.4% have an undergraduate degree and 64.6% are working in their institution on a contractual basis. There is a significant difference in favor of women between gender and the self-talk sub-dimension of the self-leadership scale. There was a significant difference between the working positions and the total score of the self-leadership scale and the sub-dimension of self-cueing in favor of permanent employees. There was a statistically significant difference between the job satisfaction scale and the sports training specialists having poor economic status. No positive relationship was found between self-leadership and job satisfaction. It has been concluded that female sports-sports training specialists are more focused on self-talk than males and this has an effect on self-leadership levels, but gender does not affect their job satisfaction levels. Permanent staff experts motivate themselves better and have a better sense of self-leadership than contracted experts. It has been determined that compared to their senior colleagues, newcomers to the profession are in an effort to reveal their self-leadership behaviors more in order to prove themselves in their institutions and to be successful.
Highlights
Today, leadership includes impressive and guiding abilities in order to lead people to their goals in a conscious and orderly manner in line with certain goals
This study aims to determine the relationship between self-leadership behaviors and job satisfaction levels of Sports-Sports Training Specialists working in Provincial Directorates of Youth and Sports
The scale consists of 29 items and a 5-point Likert type that indicates the participation frequency in the items. It is composed of 3 dimensions namely Behavior Focused Strategies, Natural Reward Strategies and Constructive Thought Strategies and 8 sub-dimensions of Visualizing Successful Performance by Setting Targets (VSPST) (1,8,16,17,23,24,28), Self-talk (ST) (2,9,18), Self-reward (SR) (3,19,10), Evaluating Beliefs and Assumptions (EBA) (4,11,20,25), Self-punishment (SP) (5,12,21,26), Self-observation (SO) (6,13,22,27), Focusing Thoughts on Natural Rewards (FTNR) (14,29) and Self-cueing (SC) (7,15)
Summary
Leadership includes impressive and guiding abilities in order to lead people to their goals in a conscious and orderly manner in line with certain goals. Self-leadership is a process in which individuals control their own behaviors and direct themselves through self-influence with certain cognitive behavioral strategies (Manz, 1986). Self-leadership is an alternative perspective to traditional structures in which the power of control and influence rests with appointed leaders (Pearce & Manz, 2005). People motivate themselves sufficiently to do work in self-leadership (Manz & Neck, 2004). Self-leadership derives from the theories of self-control, social learning and self-management. From the perspective of self-influence, self-leadership has three stages (James, 2009). These stages are self-control, self-management and self-leadership
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