Examination of the relationship between physical educationteachers' attitudes to the teaching profession and job satisfaction

The aim of this research is to examine the relationship between the attitudes of physical education teachers working in the Ministry of National Education towards the teaching profession and their job satisfaction. While the universe of the study consists of physical education teachers working in Samsun in 2021, the sample consists of a total of 303 physical education teachers, 130 women and 173 men. While using the research form consisting of 3 parts as a data collection tool in the research, there are questions in the first part of the form to determine the demographic information of the participants. In the second part, the Attitude Scale towards Physical Education Teaching Profession (BEÖYTÖ) developed by Ünlü (2011) was used. 23 madde ve 5'li likert tipinde oluşan BEÖYTÖ'ne ilişkin elde edilen Cronbach Alfa güvenirliği 0,92 olarak tespit edilmiştir. The third part of the form consists of 20 items, developed by Weiss, Dawis, England, and Lofquist (1967) and adapted to Turkish by Baycan in 1985, whose validity and reliability studies were carried out, and the Minnesota Job Satisfaction Scale (MİDÖ) was used. The scale has a 5-point Likert feature and the reliability coefficient of the scale varies between 0.85 and 0.93. SPSS-XXV data analysis program was used for statistical analysis of the data. Since the data obtained did not show a normal distribution, Mann Whitney U Test and Kruskall Wallis H Tests, which are non-parametric tests, were applied for the analysis of the data. According to the findings obtained from the study, in which the significance level was accepted as p<0.05, in all sub-dimensions of the Physical Education Teachers' Attitude Scale towards the Physical Education Teaching Profession (BEÖYTÖ) and the Minnesota Job Satisfaction Scale (MIDS), age, tenure in teaching, school level, school There was no statistically significant difference in the variables of type, infrastructure and facility adequacy at the school, and the department graduated. While there was no significant difference in gender variable attitude scale sub-dimensions and job satisfaction scale internal satisfaction sub-dimensions, there was a significant difference in external satisfaction and scale total scores. While there was no significant difference in all sub-dimensions of the attitude scale of the variables of tenure in the institution and the expectations about the profession after starting the profession, significance was determined in all sub-dimensions of the job satisfaction scale. While there was no significant difference in all sub-dimension scores of the weekly course hour variable job satisfaction scale, there was a significant difference in all sub-dimensions of the attitude scale. While it is observed that men are more satisfied with the teaching profession compared to women, it is seen that the teachers who work more in the schools they actively work in, provide more satisfaction from the teaching profession because their expectations are within the framework of school opportunities. On the other hand, it is seen that teachers with more course hours have a more positive attitude than teachers with fewer hours, and teachers with high expectations for the profession have a negative impact on their job satisfaction levels with the various difficulties they encounter after starting the profession.