The effect of professional competencies of physical education teachers on job satisfaction

This research is a descriptive study conducted to determine whether the job satisfaction levels of physical education teachers working as interns and permanent staff in Konya differ according to demographic characteristics and to examine the relationship between job satisfaction and perception of professional competence. While the population of the research consists of physical education teachers working as interns and permanent staff in private and state schools affiliated to the Ministry of National Education in the 2022-2023 academic year in Türkiye, the research sample consists of 211 physical education teachers who work as interns and permanent staff in the province of Konya. Research data were collected with three tools. "Personal Information Form" was used to obtain demographic characteristics about physical education teachers, "Tschannen-Moran Teacher Professional Self-Efficacy Scale" to measure teachers' professional self-efficacy, and "Minnesota Job Satisfaction Scale" to measure teachers' job satisfaction. According to the data obtained from the demographic information of 211 physical education teachers working in Konya and participating in this research, 125 were male, 86 were female, most of them were between the ages of 21-15, the age range of 31-35 was the least, the most It has been concluded that 187 teachers are undergraduate graduates, 204 teachers work in public schools, 81 teachers are in the football branch, and 108 teachers only carry out school exercise activities as extracurricular activities. According to the data obtained from the job satisfaction scale of the research, a significant interaction was found between the independent variable of teachers' working time and job satisfaction, general satisfaction, internal satisfaction and external satisfaction. There was no significant difference between general satisfaction and extrinsic satisfaction, which are the sub-dimensions of job satisfaction, in terms of gender. According to the data obtained from the vocational self-efficacy scale of the research, no significant interaction was determined between the independent variables of gender and working time. No significant difference was found between providing student participation, classroom management and teaching strategies, which are the sub-dimensions of teaching professional self-efficacy according to working time. No significant difference was found between the gender variable and the sub-dimensions of teaching professional self-efficacy, ensuring student participation, classroom management and teaching strategies. According to the relationship data between job satisfaction sub-dimensions (general, internal and external satisfaction) and teaching professional self-efficacy sub-dimensions (student participation, classroom management and teaching strategies) there is a moderately significant relationship between job satisfaction sub-dimensions and teaching professional self-efficacy sub-dimensions. conclusion has been reached. Keywords: Education – Training, Physical Education, Job Satisfaction, Vocational Competence