Özet:

There is a relationship between the teachers' perception of autonomy in schools and job satisfaction in working environments, but this relationship is shaped according to the structure and management of the school. In recent years, the number of private education institutions in Turkey is increasing rapidly. The purpose of this study is to investigate the effect of supporting factors on the teachers’ job satisfaction through the autonomy perception according to public and private sector distinction. For this purpose in the study, literature review related to supporting factors affecting job satisfaction through autonomy perceptions has been included. This study investigates the factors affecting job satisfaction within the framework of process theories. According to the perceptions of autonomy among teachers working in public schools and private education institutions, the reasons for their effect on behaviors supporting the increase in satisfaction were examined. In order to collect the data related to the research, data was collected from 185 teachers working in public schools and special education institutions in Istanbul Pendik during the 2016-2017 academic year. In the research of the study, it has been tried to determine how teachers working in public and private schools differ as a result of the functioning, attitudes and behaviors within the organization by associating perception of support that allows teachers to be autonomous. Regression tests for mediating effects are performed by testing different models. As a result, it has been determined that organizational support for teachers working in schools has a stronger effect on job satisfaction than executive support. However, it is seen that organizational support increases job satisfaction through the autonomy of teachers in public schools. On the other hand in private education institutions, it was found that organizational support had a direct strong effect on job satisfaction.

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