The investigation of preschool teachers' psychological resilience and job satisfaction levels

Teachers face many problems during their professional lives. Psychological resilience may support teachers' professional and personal characteristics in the face of these problems. The purpose of this study is to describe the psychological resilience and job satisfaction levels of preschool teachers in terms of various variables and to examine whether a relationship exists between their psychological resilience and the job satisfaction. In this research, correlational survey model was used. The research group consisted of 1066 preschool teachers who were working in different service regions in Turkey in the 2019-2020 academic year. "Resilience Scale for Adults", "Minnesota Job Satisfaction Scale" and "General Information Form" prepared by the researcher were used as data collection instruments. In the analysis of the data, quantitative analysis methods was used by using Statistical Program for Social Sciences. Statistical significance was set at p<0.05 (95% confidence interval) in all analyses. As a result of the analyses, it was found that the preschool teachers' psychological resilience significantly differed depending on age, marital status, educational status, and duration of professional service. However, preschool teachers' job satisfaction significantly differed depending on age, marital status, educational status, service region and area where the school is located, and type of the teacher's position. When the relationships between teachers' psychological resilience and job satisfaction are examined, it was found that a positive significant relationship existed between the preschool teachers' psychological resilience and job satisfaction. Based on the results of the research, suggestions regarding the institutions and researchers are presented.