Investigation of the relationship between organizational climate, job satisfaction, professional burnout of physical education and sports teachers: The case of Diyarbakir province

This study aimed to examine job satisfaction, perceptions of organizational climate, and levels of professional burnout among physical education and sports teachers working in Diyarbakır, and to determine whether there were significant differences according to demographic variables (gender, age, marital status, years of service, type of school, weekly teaching hours, and number of students), as well as to analyze the relationships among these variables. The research was conducted using the relational survey model, one of the quantitative research methods. The population of the study consisted of a total of 950 physical education and sports teachers working in the province of Diyarbakır, while the sample group comprised 452 teachers who voluntarily participated in the research. The data collection instruments included a Personal Information Form prepared by the researcher, the Organizational Climate Scale adapted into Turkish by Yılmaz and Altınkurt (2013), the Job Satisfaction Scale adapted into Turkish by Durak-Batıgün and Şahin (2006), and the Maslach Burnout Inventory adapted into Turkish by İnce and Şahin (2015). The results were obtained through frequency analyses, Mann–Whitney U test, Kruskal–Wallis H test, and correlation analysis. The findings revealed that there were significant differences in job satisfaction and professional burnout levels according to gender, and a significant relationship in organizational climate levels according to the number of students. However, no significant differences were found with respect to marital status, age, years of service, type of school, or weekly teaching hours. The results indicate that teachers' job satisfaction and perceptions of organizational climate have a positive effect on professional burnout. Additionally, it is believed that these findings will contribute to improving teachers' working conditions, enhancing organizational climate through school management practices, and reducing professional burnout.