Inversigation of the relatiinship between motivation and job satisfaction of physical education teachers

The aim of this study is to investigate the relationship between motivation and job satisfaction levels of physical education teachers according to various variables. 237 physical education and sports teachers working in Samsun province and its districts participated in the research in the 2022-2023 academic year. In the research, Teacher Professional Motivation Scale-developed by Karabağ Köse et al. (2018) -and Job Satisfaction Scale -developed by Baycan (1985) were used. During the analysis of the data, the normality of the data was examined with the Kolmogorov-Smirnov and Shapiro-Wilk test and it was determined that the data showed a normal distribution. Comparisons were determined by t-test, Mann-Whitney U test, one-way analysis of variance ANOVA and Kruskal-Wallis H test. The significance level was used as 5% (0.05) in all tests. According to the research, it has been concluded that the level of job satisfaction and professional motivation is higher in physical education and sports teachers who have sufficient infrastructure in the school they work in. According to demographic indicators, (gender, age, marital status, tenure in teaching, tenure in the institution, the level of the school, the weekly course hours at the school, the adequacy of the infrastructure of the school for physical education and sports lessons, the educational background graduated to become a physical education and sports teacher) no difference was found in terms of job satisfaction and professional motivation. Infrastructure differences in schools affect the motivation and job satisfaction levels of physical education and sports teachers. As a solution to this, it is suggested that all schools should have infrastructure, facilities and materials at a level that can appeal to almost all sports branches, taking into account the qualitative and numerical competencies of teachers. In the light of the results obtained; It can be suggested to schools and administrators to carry out practices to improve the professional satisfaction of teachers in the first years of their profession, to help teachers who have problems of adapting to the profession in this period, to organize activities that take into account the relationship between teachers' motivation and professional satisfaction levels. Considering the importance of the effect of teachers' professional satisfaction and motivation on the education-teaching process in terms of the development of a healthy generation, it may be suggested that other researchers conduct detailed studies.