Examining of the organizational happiness of physical education and sports teachers according to some variables: The example of Gaziantep province

This research was conducted with the aim of examining the organizational happiness levels of Physical Education and Sports Teachers working in Gaziantep province under the Ministry of National Education in Turkey according to various variables. The population of the research consists of Physical Education and Sports Teachers working under the Ministry of National Education in Gaziantep province. The research group consisted of 412 randomly selected Physical Education and Sports Teachers. "Teacher Organizational Happiness Scale" was used to obtain the opinions of the teachers and this scale consists of 33 items and 6 sub-dimensions. The analyses of the data to be obtained from the results of the scale were made using SPSS 22.0 package programme. The research scale is a five-point Likert-type rating scale. All of the questions used in the scale are positive expressions and negative expressions are not included. For this reason, it was not necessary to use the reverse scoring method. As a result of the scale, 33 as the lowest score and 165 as the highest score can be obtained. The high score obtained from the scale indicates that the level of organizational happiness related to the school where the Physical Education and Sports Teacher works is high and the low score indicates that the level of organizational happiness is low. As a result of the analyses, a significant difference was found in favour of male teachers in the working conditions sub-dimension, which is the sub- dimension of the teacher organizational happiness scale of Physical Education and Sports Teachers according to gender variable, while no significant difference was found in other sub-dimensions. In the research findings, according to the marital status variable, a significant difference was found in favour of married participants in the sub-dimension of colleague relations, which is one of the sub- dimensions of the scale, and no difference was found in other sub-dimensions. No significant difference was detected in the general average score of organizational happiness and sub-dimensions of the teacher organizational happiness scale and its sub-dimensions according to the level of education variable. In the research findings, when it is examined whether there is a significant difference in the teacher organizational happiness scale and its sub-dimensions according to the participants' working years in the profession variable; a significant difference was found between the working years in the teaching profession dimension, which is one of the sub-dimensions of teacher organizational happiness. The significant difference between the working years was between 1-5 years, 6-10 years and 16- 20 years in favour of the research group working 1-5 years. When the mean scores of the teacher organizational happiness scale and its sub-dimensions were examined, it was determined that the mean scores of the participants' happiness level in general were at a high level, the mean score of the teaching profession sub-dimension, which is one of the sub-dimensions of the scale, was at a low level compared to the other sub-dimensions, and the sub-dimension with the highest mean score among the sub-dimensions was the classroom management sub- dimension. As a result, in order to increase the organizational happiness level of Physical Education and Sports Teachers, in-service trainings can be given to teachers in the following years in order to maintain the happiness levels experienced in the first years of the profession. Female teachers can be supported with various activities in the process of adaptation to the environment in which they work. Personal development activities can be organised to solve the problems experienced by teachers. Keywords: Organizational Happiness, Physical Education, Teacher, Sport