Determinants of the job satisfaction of secondary education project school teachers

This research aims to reveal the job satisfaction of secondary school project school teachers. Qualitative research method was used. 14 teachers working in the project schools in Döşemealtı, Konyaaltı, Kepez, Muratpaşa and Aksu districts of Antalya were interviewed. A semi-structured interview form was used to collect data. Face-to-face interview technique was used as data collection technique. Descriptive and content analysis were conducted as qualitative data analysis. In the research results and discussion section, analytical generalization was made. According to the research results, teachers generally don't have problems in classroom management in project schools. This is due to the fact that the students were selected by examination and were raised in good family structures. Most teachers aren't willing to do projects. Parents' prejudice against doing projects, the inadequate physical condition of the project schools, the lack of financial support for the projects, the difficulty of finding original ideas in producing projects, teachers' inability to balance time management, and inadequate rewards negatively affect teachers' ability to do projects and reduce their job satisfaction. The workload of teachers has increased in the project schools. However, this situation positively affected teachers' job satisfaction. Because teachers get satisfaction from teaching to students listening to them carefully. The fact that school principals are given authority in determining the school staff is a factor that reduces teachers' job satisfaction. The fact that the working period of project schools is limited to 8 years negatively affects the job satisfaction of most teachers. Not being sufficiently compensated for working intensively in the project school was another factor that reduced teachers' job satisfaction. The another factor reducing teachers' satisfaction is that half of the teachers participating in the research don't find the social activities in the project schools sufficient. The majority of teachers state that their communication with their colleagues is good so this positively affects their job satisfaction. Improving the physical conditions of project schools, providing project-based training for teachers, rewarding teachers doing projects, making appointments according to objective criteria, rearranging the terms of duty, and ensuring that these schools become exemplary schools that also improve social and human relations will increase teachers' job satisfaction.