The relationship between time management skills and job satisfaction of preschool teachers working in private schools

The aim of this study is to determine the relationship between time management skills and job satisfaction of preschool teachers working in private schools. The correlational survey model, which is one of the descriptive survey methods, was used in the research. The population of the study was comprised of teachers working in 117 private preschool education institutions functioning under the directorate of national education in Çankaya district of Ankara province within the 2018-2019 academic year. The sample of the study was comprised of 295 (280 females and 15 males) teachers, who were determined through the random sampling method. As the data collection tools of the study, the "Time Management Questionnaire", which was developed by Britton & Tesser (1991) and adapted to Turkish by Alay & Koçak (2002) and "Minnesota Job Satisfaction Questionnaire", whose reliability and validity tests were employed and implemented by Baycan (1985), were used. In order to test whether the data demonstrate normal distribution, the Kolmogorov Smirnov test was implemented; as the conclusion of the test, the Assymp.Sig. value was calculated as 0,4 for the time management and 0,2 for the job satisfaction questionnaire. In order to evaluate the obtained data, they were transferred to the SPSS 25.00 program, descriptive statistics, unpaired t test, one-way variance analysis (ANOVA), LSD test, and Pearson Product Moment Correlation Coefficient were used. The significance level was accepted as 0.05. As the conclusion of the study, it was determined that the teachers had high level time management skills (time planning, time attitudes, and time-consumers). There were statistically no significant differences among the time management skills of the teachers concerning gender, marital status, and educational status variables. However, it was determined that there were statistically significant differences among the time management skills of the teachers concerning the age and professional experience variables. Additionally, it was observed that the teachers had high level of job satisfaction (internal satisfaction and external satisfaction). It was also determined that there were statistically significant differences among the job satisfaction levels of the teachers concerning gender, marital status, educational status, professional experience, and age variables. Additionally, it was determined that, in general terms, there was a moderate, positive, and significant relationship between the time management skills and job satisfaction levels of the teachers. Good knowledge of teachers' time management skills will ensure high job satisfaction. For this reason, the concepts related to time management should be prepared by supporting the formal and distance education programs by preparing educational documents before and during pre-service. Key Words: Time, time management, job satisfaction, preschool period, teacher.