The associations among job satisfaction, vocational burnout levels, circadian preferences and sleep variables of science teachers

When the recent studies in the field of education are examined, it is noted that individual differences are focused on. Job satisfaction, vocational burnout, circadian preference and sleep variables are individual differences and are associated with many psychological, physiological and cognitive characteristics of individuals. The aim of this study was to determine the level of job satisfaction, vocational burnout, circadian preferences and sleep variables of science teachers and the associations among these variables. Also, it was investigated whether circadian preferences, vocational burnout levels and job satisfaction scores of science teachers could be predicted by considering various variables. In the study, "Demographic Form", "Maslach Burnout Inventory (MBI)", "Minnesota Job Satisfaction Scale" and "Composite Scale of Morningness (CSM)" were used as the data collecting tool. A survey design was used in the study and the data were collected through a questionnaire and scales. A total of 300 science teachers (199 female and 82 male) who work in Kocaeli province were selected by purposive sampling method. The data were analyzed by using descriptive analysis, correlation technique and linear regression technique with SPSS 21.0 software. According to the results of the study, vocational teachers' burnout and job satisfaction levels were high. Participating teachers were mostly intermediate types. While there was a statistically significant relationship between science teachers' circadian preference scores and vocational burnout sub-dimension scores, there was no statistically significant relationship between circadian preference scores and job satisfaction and sub-dimention scores. Statistically, age, MSFsc, emotional exhaustion and depersonalization burnout sub-dimension scores were found to be significant predictors of circadian preference. Science teachers' burnout scores were positively related with CSM and MSFsc. In addition, a negative correlation was found between teachers' vocational burnout levels and their motivation to go to school. It was seen that science teachers' vocational burnout was significantly predicted by MSFsc, motivation to go to school and internal satisfaction scores. It was seen that going to school with high motivation and medium motivation positively predicted the vocational burnout of science teachers. In addition, MSFsc and internal satisfaction scores positively predicted science teachers' vocational burnout scores. Age, gender, CSM, MSFsc, social jet lag, seniority, educational status, appreciation by the supervisor, taking over administrative duties, spiritual satisfaction with the profession, vocational burnout and sub-dimensions were investigated for wheter they are significant predictors of science teachers' job satisfaction scores. Job satisfaction scores were significantly related with MSFsc, administrative appreciation, spiritual satisfaction, emotional exhaustion, depersonalization and personal failure scores. Emotional exhaustion, administrative appreciation and personal failure scores positively predicted the job satisfaction scores. In conclusion, in this study, the relationships between science teachers' job satisfaction, vocational burnout levels, circadian preferences and sleep variables were found out. In addition, predictors of job satisfaction, vocational burnout level and circadian preferences were identified.