Examining Relationship Between The Teachers' Levels of Exposure to Psychosocial Risks and Their Job Satısfactıons Levels at School wıthin the Scope of Occupatıonal Health and Safety: Private Schools Sample
Öz
The well-being of educators is a cornerstone of high-quality education. However, teachers in the expanding global private school sector face significant workplace stressors. Increasing competition and pressure to perform can negatively impact both student achievement and school climate by increasing workloads and burnout. This study examines the relationship between psychosocial risks and job satisfaction among private school teachers in Türkiye, a country with a globally competitive education environment. This research focused on private school teachers working in Erzurum province. Data were collected using Google forms after obtaining ethics committee approval. Using a cross-sectional design, 203 teachers were surveyed using the Copenhagen Psychosocial Risk Questionnaire (COPSOQ-TR) and Minnesota Satisfaction Questionnaire (MSQ). The data were analyzed using IBM SPSS 25 software, employing descriptive statistics, normality (Shapiro-Wilk) and homogeneity of variance (Levene) tests, t-tests, the Mann-Whitney U test, ANOVA, the Bonferroni-corrected Kruskal-Wallis test, and Spearman’s correlation analysis. Statistical analysis revealed a strong and significant negative correlation between general psychosocial risk and job satisfaction (r = -.803, p < .001). In particular, it was found that organizational factors such as weak leadership, lack of fairness, and insufficient recognition had a greater negative impact on satisfaction than workload demands. The importance of a supportive and fair organizational environment has been emphasized. Additionally, a positive correlation was found between burnout and job satisfaction, suggesting the existence of a complex “commitment paradox” among highly dedicated teachers in the field. Demographic characteristics, such as gender, age, teaching experience, marital status, and whether teachers had received occupational health and safety (OHS) training, also significantly influenced the perception of specific risks, such as burnout and work-family conflict. These findings underscore the need for systematic interventions. Proactive risk management, leadership development focused on promoting fairness and support, and policies aimed at enhancing teachers’ resilience are vital. Protecting teachers’ well-being is not only a necessity from an occupational health perspective, but also a direct investment in maintaining the quality of education.
Anahtar Kelimeler
Teacher, Private School, Occupational Health, Occupational Safety, Psychosocial Risk, Job Satisfaction
Kaynakça
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