Investigating the relationship between physical education teachers' occupational burnout and job satisfaction

Aim: In this study, it is aimed to "Examine the professional beliefs and self-efficacy of physical education teachers according to various variables". In the study, the professional beliefs and self-efficacy of physical education teachers will be examined according to various variables such as, age, years of seniority, marital status and educational status. Method: The population of the research consists of physical education teachers working in secondary and high school institutions affiliated with the Provincial Directorate of National Education in Aksaray. The sample consists of a total of 112 physical education teachers, 71 males and 41 females, working as physical education teachers in secondary and high school educational institutions affiliated with the Provincial Directorate of National Education in Aksaray. To collect data, a survey was created in Google Forms and the data was collected over the internet. Parametric tests were applied to our data using the SPSS v26.0 statistical program. Participants were analyzed using frequency analysis, t-test and one way anova test according to the variables of, marital status, age, education level and seniority type. The significance level for data analysis was determined as p<0.05. Findings In the study, it was found that the participants with 16 years of experience or more had a statistically significantly lower mean score than the participants with 11-15 years of experience in the value given to physical education sub-dimension (p<0.05). In the study, when the professional beliefs and self-efficacy of physical education teachers were examined according to gender, age, educational status and years of seniority, no significant difference was observed. When looking at the relationship between the participants' physical education teaching professional belief scale sub-dimensions and the teacher self-efficacy scale sub-dimensions; A high level and positive relationship was detected between the desire to work sub-dimension and the value given to physical education sub-dimensions, between the coping behavior sub-dimensions and between the innovative behavior sub-dimensions. Conclusion: When physical education teachers' professional beliefs and self-efficacy were examined according to various variables, it was determined that their professional beliefs and self-efficacy were positive. High levels of professional belief appear to increase individuals' confidence in their own abilities. It was determined that there was no significant difference in the professional beliefs and self-efficacy of physical education teachers according to, age, years of experience, educational status and marital status variables. Keywords: Physical Education, Teacher, Professional Belief, Self-Efficacy