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Data were collected from 337 teachers (182 females, 155 males) in eight public high schools. Teaching Satisfaction Scale (TSS) was analyzed using t tests, ANOVA, and post hoc LSD tests, with construct validity tested via confirmatory factor analysis in AMOS 23.0 and reliability assessed by Cronbach’s alpha. Findings support TSS as a reliable tool and discuss implications for educational organizations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-teaching-satisfaction-of-public-highschool-teachers-empirical-evidence-from-turkey/588740/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-teaching-satisfaction-of-public-highschool-teachers-empirical-evidence-from-turkey/588740.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study on teaching satisfaction?","Question",{"text":112,"@type":113},"The study primarily examines teaching satisfaction levels of public high school teachers in Ankara and then tests differences across demographic variables such as gender, education, school type, tenure, marital status, and educational union membership.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was teaching satisfaction measured in the study?",{"text":117,"@type":113},"Teaching Satisfaction Scale (TSS), developed by Ho and Au (2006), was used. The scale includes five items with responses ranging from total disagreement (1) to total agreement (7), producing a total score between 5 and 35.",{"name":119,"@type":110,"acceptedAnswer":120},"Which statistical methods were used to analyze the data and validate the scale?",{"text":121,"@type":113},"The study used t tests, ANOVA, and LSD post hoc tests. Construct validity was evaluated via confirmatory factor analysis (CFA) in AMOS 23.0, and reliability was assessed using Cronbach’s alpha, confirming the scale’s reliability for teaching satisfaction evaluation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588740,1792166457,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","EXPLORING TEACHING SATISFACTION OF PUBLIC HIGHSCHOOL TEACHERS: EMPIRICAL EVIDENCE FROM TURKEY  \nHilal Büyükgöze1, Feyza Gün  \nAbstract: The current paper primarily investigates teaching satisfaction of teachers working in public high schools of Ankara. The latter aim of this study is to determine whether teachers’satisfaction levels vary in relation to some demographic variables such as gender, education, typeof high school, tenure, marital status, and membership to an educational union. The study group consists of 337 (182 female and 155 male) high school teachers from eight public high schools located in Ankara. The data collection tool was ‘Teaching Satisfaction Scale-TSS’ developed by Ho and Au (2006) . The data was analyzed by utilizing t test, ANOVA, and LSD test of post hoc tests. The construct validity of the scale was tested by confirmatory factor analysis on AMOS 23.0 program. For the reliability of the scale, Cronbach alpha coefficient was calculated, and the result verified that the TSS is a reliable assessment tool for evaluating teaching satisfaction. Further, the implications of teaching satisfaction in educational organizations is discussed based on the findings of the study.  \nKey words: teaching satisfaction; public sector; high school; Turkey  \n1. Theoretical Background  \nLocke (1976) defines job satisfaction as ‘a pleasurable or positive emotional state resulting from the appraisal of one's job or job experiences (p. 1304)’ in his Range of Affect Theory. Whereas Vroom (1982) focused on employees’ job roles, and defined job satisfaction as ‘employees’affective orientation toward their present job roles (cited in Worrell, 2004, p. 11)’. Employee satisfaction has been intended to be investigated through various theories and models such as Herzberg’s (1959) Motivation-Hygiene Theory, Adams’s (1965) Equity Theory, Locke’s (1976) Affect Theory, Hackman and Oldham’s (1976) Job Characteristics Model, Staw, Bell and Clausen’s (1986) Dispositional Approach, and Higgins’s (1999) Discrepancy Theory.  \nA great body of studies have conducted over 50 years, and the factors influencing employees’satisfaction have captured researchers’ attention. Job satisfaction have been reported to be positively correlated with good citizenship behaviours (Bateman & Organ, 1983), organizational commitment (Philips, 1994), pay satisfaction (Bolarin, 1993), task clarity and career commitment (Adeyemo & Aremu, 1999), personal self-efficacy beliefs (Buluç, & Demir, 2015), job performance (Büyükgöze, & Özdemir, 2017; Chamundeswari, 2013; Usop, Askandar, Langguyan-Kadtong, & Usop, 2013), positive psychological capital (Büyükgöze, & BüyükgözeKavas, 2016), facilitating work conditions (Schneider, 2003), positive affectivity (Agho, Price,& Mueller, 1992), leader-member exchange (Özdemir, & Büyükgöze, 2015), and work motivation (Tella, Ayeni, & Popoola, 2007) . However, lower levels of employee satisfaction have been found to correlate with intention to leave (Coomber, & Barriball, 2007), job stress (Bemana, Moradi, Ghasemi, Taghavi, & Ghayoor, 2013), anxiety (Ferguson, Frost, & Hall, 2012), retention (Myers-Giacometti, 2005), and burnout syndrome (Ogresta, Rusac, & Zorec, 2008) .  \n1 Corresponding author  \nIt is clear that employee satisfaction has both individual and organizational reflections. Accordingly, in the current study, it was primarily aimed to investigate the overall teaching satisfaction level of the high school teachers, and secondly to figure out whether participants’satisfaction level differ in relation to their gender, educational background, type of high school, tenure, marital status, and membership to an educational union.  \n2. Method  \nIn the current study, the quantitative research approach was adopted, and quantitative research methods was utilized throughout the study.  \nParticipants  \nThe study was conducted in eight public high schools. The study group consists of 337 high schoolteachers (182 female and 155 male) . Conce","cbCaip9JYA4QCWPV","https://ap.wps.com/l/cbCaip9JYA4QCWPV","pdf",442883,"English","# Theoretical Background\n## Job satisfaction theories and related studies\n# Method\n## Participants\n## Data Collection Tool\n## Data analysis and scale validity/reliability","[{\"question\":\"What is the main purpose of the study on teaching satisfaction?\",\"answer\":\"The study primarily examines teaching satisfaction levels of public high school teachers in Ankara and then tests differences across demographic variables such as gender, education, school type, tenure, marital status, and educational union membership.\"},{\"question\":\"How was teaching satisfaction measured in the study?\",\"answer\":\"Teaching Satisfaction Scale (TSS), developed by Ho and Au (2006), was used. The scale includes five items with responses ranging from total disagreement (1) to total agreement (7), producing a total score between 5 and 35.\"},{\"question\":\"Which statistical methods were used to analyze the data and validate the scale?\",\"answer\":\"The study used t tests, ANOVA, and LSD post hoc tests. Construct validity was evaluated via confirmatory factor analysis (CFA) in AMOS 23.0, and reliability was assessed using Cronbach’s alpha, confirming the scale’s reliability for teaching satisfaction evaluation.\"}]","EXPLORING TEACHING SATISFACTION OF PUBLIC HIGHSCHOOL TEACHERS - EMPIRICAL EVIDENCE FROM TURKEY | PDF",1792065843,25]