Examining the Effect of Teacher Autonomy on Job Satisfaction

Öğretmen Özerkliğinin İş Tatminine Etkisinin İncelenmesi

Abstract

This study aimed to examine the effect of teacher autonomy on job satisfaction. The method was designed in the relational scanning model and the study group consists of teachers (N = 211) working in Adıyaman province. Teachers' job satisfaction and teacher autonomy perceptions were above average. On the other hand, according to the perceptions of teachers, the perceptions of teacher autonomy and job satisfaction differ between men and women; year of study; It was revealed that it did not change according to undergraduate and graduate graduation and age groups. Additionally, it was revealed that teachers' perceptions of job satisfaction did not vary depending on whether they were married or single. However, according to teachers' perceptions, the perception of teacher autonomy varies according to married and single teachers, that is, the autonomy perception of single teachers is higher than that of married teachers. The difference between the teacher autonomy scale and the arithmetic averages of the education level groups he worked with was found to be statistically significant. In this case, it was concluded that the perception of autonomy of teachers working at primary school level was higher than that of teachers working in secondary school, high school and other educational institutions. There was a statistically significant, moderate and positive relationship between teacher autonomy and job satisfaction perceptions of the teachers within the scope of the research. It is also understood that teachers' perceptions of teacher autonomy significantly and positively predict their perceptions of job satisfaction. In other words, a 100-unit increase in the teacher autonomy dimension increases job satisfaction perceptions by 46%.