A Comparative Analysis of Turkish Private and Public School Teachers’ Job Satisfaction Levels and Principals’ Instructional Supervision Behaviors

• In Event: Roundtable Session 1
  In Roundtable Session: Teacher Supervison and Evaluation: Global Perspectives

Abstract

Given the importance of teacher job satisfaction and principals’ instructional behaviors to teacher retention and student academic attainment, it is important to better understand these constructs in different educational contexts. This quantitative study aimed to compare Turkish private and public school teachers’ job satisfaction levels and principals’ instructional supervision behaviors. The analysis of the survey data showed that private school teachers had higher levels of job satisfaction and assessed their principals’ instructional supervision behaviors higher than did public school teachers. These results were true for different demographical characteristics of participating teachers (e.g., gender, school type, subject matter, and years of teaching). This study advances research on teacher job satisfaction and principal instructional behaviors by focusing on a lesser-examined educational context.

Authors

• Hilmi Süngü, Bozok University

• Abdurrahman Ilgan, Düzce University, Turkey

• Oksana Parylo, Katholieke Universiteit Leuven

• Mustafa Erdem, Yuzuncu Yil University