Abstract:

In this study, the factors that affect teachers' job satisfaction in the context of Turkish culture are revealed. The first part of this research, which was designed in the exploratory sequential mixed model, is qualitative and the second part is quantitative. The qualitative part, which is the first part of the study, is the grounded theory study. For this part, data were collected through a semi-structured interview form from a study group consisting of 77 teachers and 48 school principals, using the theoretical sampling method, in the 2018-2019 academic year. The collected data were passed through the open, axial and selective coding stages with the content analysis method. The selective coding phase of the qualitative part was carried out together with the scale development phase, which was the quantitative part of the study. The factors that determine teachers' job satisfaction in the context of Turkish culture are presented in this section. In the quantitative part of the study, data were collected from 501 teachers working in the city center of Elazig in the 2020-2021 academic year, and the validity and reliability studies of the Teacher Job Satisfaction Scale for Turkish Culture, which was developed within the scope of the study, were carried out. In the study, it was concluded that in the context of Turkish culture, teacher job satisfaction has four main sources: school management and leadership, teacher self-actualization, relations with students/parents, and relations with colleagues. According to the results of the study, it was emphasized that all four main sources of teacher job satisfaction should be provided in order to ensure teachers' job satisfaction. In the light of the results obtained in the research, it is suggested that studies that are specific to Turkish culture and that prioritize the problems of people living in Turkey should be conducted and understandings should be developed according to the results of these studies.

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