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.