Abstract:

In this study, the relationship between professional sense of belonging and professional satisfaction of classroom teachers was investigated. In this study, the survey model was used by using quantitative research method. The research data were obtained using the Occupational Belonging Scale, Minnesota Satisfaction Scale and Personal Information Form. The sample of the study consisted of 402 classroom teachers working in official primary schools affiliated to MEB in Mersin province Yeni-city, Tauruslar, Akdeniz and Mezitli districts during the 2018-2019 academic year. The data were analyzed with the SPSS 25.00 program. In the analysis of the data, correlation test for problem-lem situation, t-Test for Unrelated Samples for sub-problems, One-Way Var-and-Side Analysis (ANOVA) were used. According to the analysis results, it was found that there is a significant difference (p <0.01) between the class teachers' sense of professional belonging and their professional satisfaction. It was found that the class teachers' professional sense of belonging did not differ significantly in terms of gender, age, and the last graduated school variables. The variables of whether to choose the profession willingly or not create a significant difference in the feelings of professional belonging. Occupational satisfaction levels of classroom teachers do not make a significant difference in terms of variables such as gender, age, the last graduated school, whether to choose the profession willingly or not. Classroom teachers' professional satisfaction levels differ significantly in terms of seniority variable. Suggestions were made in line with the researches and results obtained.

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