Examining relationship between the teachers' levels of exposure to psychosocial risks and their job satisfactions levels at school within the scope of occupational health and safety: Private schools sample

In schools where education and training processes are carried out, there are a large number of psychosocial risks for the instructors whom this system is built upon. Intensive working hours, ambiguity and unpredictable working hours, responsibilities brought by work, high performance expectations, competition within the working environment, all affect instructors both physically and psychologically. In addition, psychosocial risk factors such as anxiety, stress, and burnout have negative effects on the instructors' overall academic success. Therefore, it is important to increase awareness of these risk factors, prevent these factors from coming true, develop and apply necessary strategies. The aim of the study is to examine the psychosocial risk exposure and professional satisfaction levels of teachers working in private schools within the scope of occupational safety in terms of various variables, using the Copenhagen Psychosocial Risk Assessment Scale (KOPSOR-TR) and Minnesota Job Satisfaction Scale, and to examine the relationship between teachers' psychosocial risk exposure and professional satisfaction levels. As a result of the data and statistical analysis obtained from 203 teachers working in private schools in Erzurum;it was found that there are significant differences on the variables 'Work Speed', 'Quantitative Demands', 'Cognitive Demands', 'Emotional Demands', 'Need to Hide Emotions', 'Lack of Recognition', 'Lack of Freedom at Work', 'Lack of Impact on Work', 'Insecurity of Working Conditions', 'Home-Work Conflict', 'Lack of Confidence' and 'Burnout' discussed within the scope of the research. It has been observed that internal and external factors of professional satisfaction have a significant relationship with all sub-dimensions of the KOPSOR TR scale. Based on this result, it can be concluded that the teachers with high psychosocial risk levels have low professional satisfaction levels. By identifying risks with proactive approaches, providing necessary training and taking precautions, a working environment with high motivation, performance and job satisfaction can be recommended.