SPECIAL EDUCATION CLASSROOM TEACHERS AND SPECIAL EDUCATION TEACHERS WORKING IN SCHOOLS WITH A CHANGE OF FIELD OF INVESTIGATION OF THE LEVEL OF PROFESSIONAL SATISFACTION: (EXAMPLE OF MERSİN PROVİNCE)
ALAN DEĞİŞİKLİĞİYLE ÖZEL EĞİTİM OKULLARINDA ÇALIŞAN SINIF ÖĞRETMENLERİ İLE ÖZEL EĞİTİM ÖĞRETMENLERİNİN MESLEKİ DOYUM DÜZEYLERİNİN İNCELENMESİ: (MERSİN İLİ ÖRNEĞİ)

Author : Mehmet YILMAZ -Lütfi ÜREDİ
Number of pages : 59-70

Abstract

In this study, occupational level of teachers and private education teachers working in private education schools were investigated with the field change. On the voluntary basis of the research, special education classes and Special Education Application Center of the National Education Directorates in Mersin province and districts I. II. III. In total 261 teachers working with field graduate and field change were participated in the schools covering level and private education business schools. In this study, the relationship between occupational satisfaction and sub-variables such as gender, seniority, graduated school, working school and field change year was investigated. General scanning model was used in the research. In the 2016-2017 academic year, teachers working in special education classrooms and special education schools in 12 districts of Mersin province constitute the universe of the study. The sample of the study consisted of 261 teachers (40% Male (n=105), 60% female (n=156)) working in these institutions. The “personal data form” prepared by the researcher and the “professional saturation scale” developed by Kuzgun, Sevim and Hamamcı (2005) were used in the data collection. Descriptive statistical methods, correlation analysis, Chi-square test and one-way variance analysis were used. According to the results of the research, the field of special education classroom teachers and special education teachers working in schools with a change of the professional depending on their level of satisfaction, special education teachers ' professional satisfaction professional satisfaction of classroom teachers is higher than the average of the average, but this difference was not statistically significant (p > 0.05) of gender, seniority, school, and found no significant differentiation between the schools studied (p>0.05), the change in the field of classroom teacher was observed a significant difference between years (p<0.05).

Keywords

Classroom Teacher, Special Education Teacher, A Change In The Field, Professional Satisfaction.

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