Akademik Veri Yönetim Sistemi
6 th INTERNATIONAL CONFERENCE ON LIFELONG EDUCATION and LEADERSHIP FOR ALL, Sakarya, Türkiye, 16 - 17 Temmuz 2020
The aim of this study
is to investigate job satisfaction and intrinsic motivation of physical
education teachers and other branch teachers. The determined job satisfaction
and intrinsic motivation levels are; gender, age, marital status, childbearing,
year of study, type of school studied and recreation time, is to evaluate
whether it changes according to the status of participation in an event.
For this purpose, After
obtaining the permissions from Kocaeli Provincial Directorate of National
Education, the schools in the central district were contacted. Schools should
be visited on the days and hours determined by the school administrators and
teachers were informed about the research. In this descriptive research
Minnesota Job Satisfaction Questionnaire Scale (MSQ) with 20 questions
was adapted for use in Turkish by Baycan and Dundar et.al
(2007) Intrinsic Motivation Scale with nine questions was used.
The data are analyzed with
SPSS 21.00 package the program, as it shows the normal distribution, cluster
comparison, and t-test for independent groups, variance analysis for more than
two groups (one-way ANOVA). 367 volunteer teacher as 245 female, 117 male, 39
preschool, 120 class, 77 social, 53 mathematical, and 73 physical education
teachers participated in this study. When the data were analyzed, both
intrinsic motivation and job satisfaction scale scores were found insignificant
in terms of age, marital status, having children, and working year.
Intrinsic motivation
level in terms of the branch; While there is a significant difference between
physical education and classroom teachers, in terms of job satisfaction;
Physical education teachers' scores were found to be significantly higher than
the teachers of the social and numerical branches.
Intrinsic motivation
score in terms of school type; there was a significant difference between
primary and secondary schools, there was no significant difference in terms of
job satisfaction. According to their participation in any activity in their
leisure time; job satisfaction scores were not significant, the level of
intrinsic motivation was found to be significantly higher for participants in
the activity, as expected.
As a result of the study,
it was observed that the intrinsic motivation scores were higher than
participants not at leisure times. There was no significant difference in job
satisfaction scores. Due to the lack of difference in job satisfaction scores
and decreased intrinsic motivation, it was thought as a result of the study
that teachers turned to different activities.