Secondary School Teachers’ Job Satisfaction: A Mixed Method Research Study

This study aims to investigate secondary school teachers’ job satisfaction levels with the convergent method, one of the mixed research methods. The quantitative part of the study was conducted with 330 participating teachers, and the ‘Minnesota Job Satisfaction Scale’, developed by Weiss, Dawis, England and Lofquist (1967) and adapted to Turkish by Baycan (1985), was used. In the qualitative part of the study, a semi-structured interview form was used consisting of 4 questions to reveal the intrinsic and extrinsic job satisfaction factors of the participants. In addition, the gender, branch, professional experience, and educational level variables were used in the study. As a result, the general job satisfaction and intrinsic job satisfaction levels of the participants were “satisfied”, and their extrinsic job satisfaction levels were “uncertain”. When the qualitative data were analyzed, appreciation, success, promotion, merit, recognition, motivation, and responsibility were respectively factors affecting the participants’ intrinsic job satisfaction, payment, management, working conditions, justice and living standards were respectively factors affecting the participants’ extrinsic job satisfaction.

eople expect to fulfil their security, social, belonging, value and selfrealization needs in order to exist in society.Fulfilling the needs of the people provides satisfaction.People need satisfaction in different contexts in their lives.This required satisfaction is in different contexts including emotional, job, health, income and academic fields.Today, one of the most needed and expected emotions is job satisfaction.
Job satisfaction is a positive or pleasant emotional state resulting from one's appreciation of one's own work or experience (Locke, 1976).Job satisfaction is an agreement that covers the psychological process to work towards a higher level of competition and organizational success (Garcia-Bernal et al., 2005).One's reaction to work and the work environment is job satisfaction (Saif, Nawaz, Jan & Khan, 2012).In the literature, the theories on job satisfaction are classified under content and process theories.Content theories express job satisfaction in the context of the individual's wishes, needs and goals.Maslow's hierarchy of needs, Alderfer's ERG theory, Herzberg's Double Factor theory and McClelland's Need for Achievement theory are among the content theories that determine the job satisfaction of employees.
According to Maslow's hierarchy of needs, which is one of the content theories, physiological needs are the primary needs of the individual.In this context, the needs of the individual are, physiological, security, belonging, acceptance, love and self-realization.When Maslow's theory is examined in the work environment, payment is a physiological need, the need for social security is a security need, and the need for promotion is a self-realization need (Cherrington, 1991).Herzberg's Double Factor theory includes motivational factors such as success, taking responsibility, recognition, the job itself, and the possibility of promotion; factors such as self-confidence, appreciation, promotion and job satisfaction are stated as hygiene factors (Kayim, 2018).According to Alderfer's theory, people have three basic needs: existence, relationship and development.Individuals aim to fulfil these three basic needs in work or in their social environment.McClelland's Need for Achievement theory states that individuals have a need to establish relationships, be strong and succeed.According to this theory, there are needs that motivate individuals.The necessity of these needs directs individuals to behave towards meeting these needs (Steers, Mowday & Shapiro, 2004).

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Vroom's Expectancy Theory, which is one of the process theories, refers to an individual's job achievement, and the positive relationship between individual goals and organizational goals (Luthans, 2008).In other words, the belief that the results of the individuals' efforts will be positive and that the results they obtain will meet their expectations, ensures that their motivation for the job is high.Therefore, there is a balance between the effort and energy to be spent by the individual and the outputs (Tag & Cetinkaya, 2019).Equality theory states that there is input (I) and output (O) in the work of the individual, and that there is a balance between the work that the individual does and the results.Effort, experience, and education are defined as input and appreciation, respectability, promotion and reward are defined as output (Adams, 1963).According to the equality theory, the value and degree of the reward is directly effective on the degree of motivation and effort.In other words, effort and motivation vary according to the value and degree of the reward.The individual's specific goals and acting according to these goals determines what to do and how to do it and contributes to the individual's determination of goals.If the goals are difficult, adequate feedback should be given indicating this difficulty.This situation positively affects the motivation of the employees (Sigri & Gurbuz, 2013).In the context of self-determination theory developed by Ryan and Deci (2000) intrinsic motivation is the individual's pleasure, satisfaction with doing, and the urge to continue this behavior, and extrinsic motivation, on the other hand, is the urge for the individual's behavior to occur depending on external factors.
Job satisfaction differs between occupations.In addition to similar factors that affect job satisfaction in every profession, such as payment, status, professional development, there are also some factors related to the profession.In this context, distinguishing factors affecting teachers' job satisfaction are observed.The factors that distinguish teachers' job satisfaction from other professions can be listed as school-family, studentteacher conflicts, overcrowded classrooms and inadequate physical conditions, students' discipline problems, low wages, excessive bureaucratic work, criticism by society, status difficulties, lack of social and political support, the pressures of the powers on educational institutions, and unrewarding and insufficient participation in the decision process in institutions (Kumas & Deniz,2010).The most well-known factors affecting job satisfaction in the teaching profession are workloads and professional expectations.Besides, students' success, peer relations, behaviors, disciplinary problems, supervisory factors, relations with administrators, routine work and paperwork, inadequate payment, professional development opportunities, professional respect and appreciation are factors that affect teachers' job satisfaction (Thompson, McNamara & Hoyle, 1997).Job satisfaction explains a function of the relationship between what teachers expect from work and what the teaching profession offers or requires, and is an indicator of both affective and cognitive levels of teaching (Han, Yin, Wang & Zhang, 2020).These problems cause teachers to struggle with stress, and to feel professional anxiety and professional burnout.As a result, teachers cannot perform adequately in their profession, make career change planning, and experience health problems.The consequences of this situation reflect on the school environment, students, family and other stakeholders of the school (Celep, 2003).
The intrinsic and extrinsic motivation dimensions are the factors of job satisfaction.Intrinsic job satisfaction is the compatibility of a person's qualities such as age, gender, values, education level, expectations, and work experiences, its effect on the job and its contribution to work motivation.Social status, intelligence level, values and expectations, personality, cultural level, marital status, environmental effects, and professional experience are factors for intrinsic job satisfaction (Sat, 2011).The extrinsic job satisfaction of the individual is the nature of the job, payment, supervision system, professional development opportunities, physical conditions and the social environment at work (Tozun, Culhaci & Unsal, 2008).Previous and similar studies explain that the factors providing extrinsic job satisfaction of the individual are payment, working conditions, job security, recognition and reward system, workload, organizational structure, the image of the organization, structure and culture, creativity, and communication with colleagues and administrators (Demirtas & Alanoglu, 2015;May, Korczynski & Frenkel, 2002).This research was conducted in accordance with the selfdetermination theory developed by Ryan and Deci (2000).
The basic skills that teachers are expected to have cover successfully managing the education system and achieving success in their profession by leading the class and students.In this context, the teacher's being a successful manager also depends on the leadership characteristics that enable successful management.Leadership is the direction of employees to achieve organizational goals (Bridge, 2003).Teacher leadership involves being open to education and development, having communication skills, supporting colleagues and sharing professionally (Bakioglu, 1998).In this case, school administrators have important roles in increasing the efficiency and success of their teachers.Managers with leadership competency are aware of the expectations, needs and problems of the employees in the institution, they empathize, and while fulfilling the goals of the institution, they also ensure the job satisfaction of the employees (Yilmaz & Ceylan, 2011).According to these explanations, teachers' job satisfaction skills depend on different factors and one of these factors is school administrators' management skills.
Job satisfaction is a competence that is expected from modern business life.This study aims to reveal secondary school teachers' job satisfaction with the convergent method, one of the mixed method studies.The purpose of investigating the gender, branch, professional experience, and education level variables is to reveal whether these variables affect the job satisfaction level of the participants.In this context, the following questions were asked to the participants: 1. What are the job satisfaction levels of secondary school teachers according to their gender, branch, professional experience, and education level? 2. What are secondary school teachers' opinions about the effect of achievement, recognition, and appreciation on teachers' job satisfaction?3. What are secondary school teachers' opinions about the effect of the job itself, the responsibility of the job, and promotion on teachers' job satisfaction?4. What are secondary school teachers' opinions on the influence of education policy and management, supervision, and the administrator on job satisfaction? 5. What are secondary school teachers' opinions about the effect of working conditions, payment, and colleague relations on job satisfaction?

Methodology Research Model
The aim of the study is to investigate the job satisfaction levels of secondary school teachers with the convergent method, one of the mixed research methods.The mixed method is the combination of qualitative and quantitative research in the same study (Tashakkori & Teddlie, 2003).The convergent method is a mixed method in which quantitative and qualitative data for the same phenomenon are analyzed, integrated and interpreted together (Creswell & Clark, 2008).The quantitative part of the research was conducted with the survey model.Survey models examine a past or present situation within its own conditions (Karasar, 2009).Within the context of the research, the variables of gender, branch, professional experience and educational level were analyzed by quantitative analysis methods.The phenomenological research design was used in the qualitative part of the study.Phenomenological research aims to reveal experiences that individuals are aware of but do not have a detailed understanding of, and the meaning they attach to these experiences (Titchen & Hobson, 2005).In this study, secondary school teachers' data on job satisfaction levels were analyzed separately by quantitative and qualitative research methods and combined by using the convergent method.

Participants
Different participants were determined for the qualitative and quantitative parts of the study.Samples were selected according to the criterion sampling method.The purpose of using the criterion sampling method is to select the participants according to predetermined criteria in accordance with the purpose of the research (Merriam, 2009).In the quantitative part of the research, 330 secondary school teachers, and in the qualitative part, 30 secondary school teachers took part.The qualitative part of the study was conducted with 16 female and 14 male participants.13 participants are teachers of social courses, 12 teach numerical courses and 5 are applied course teachers.5 participants have 1-5 years, 8 participants have 6-10 years, 6

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participants have 11-15 years, 7 participants have 16-20 years and 4 participants have 21+ years of professional experience.24 participants have a bachelor's degree and 6 participants have a postgraduate degree.Interviews were conducted by remote communication tools, each interview lasted at least 45 minutes, and the aim and importance of the study were explained to the participants before the interview.

Data Collection Tools Job Satisfaction Scale
In the quantitative part of the study, the "Minnesota Job Satisfaction Scale", developed by Weiss, Dawis, England and Lofquist (1967) and adapted to Turkish by Baycan (1985), was used.The adapted form of the scale has been applied to secondary school teachers by different researchers (Basaran & Guclu, 2018;Kiral & Diri, 2016;Tanriogen & Coban, 2019).The Cronbach's alpha internal consistency coefficient of the original scale form is .77.The Minnesota Job Satisfaction Scale consists of 20 items and is a 5-point Likert-type scale.The sub-dimensions of the scale are intrinsic job satisfaction and extrinsic job satisfaction.

Secondary School Teacher Job Satisfaction Interview Form
In the qualitative part of the research, a semi-structured interview form including 4 questions was used.The interview form aims to collect information on the same subject from different people (Patton, 1987).Through the questions in the interview form, investigation of the intrinsic and extrinsic job satisfaction factors of the participants is aimed for.The interviews lasted at least 45 minutes and the findings were deepened by asking additional questions to the participants if needed.

Data Collection Process
This study aims to investigate the job satisfaction levels of secondary school teachers.The quantitative data obtained in the study were collected through remote communication tools in 2 weeks.In the qualitative part of the study, interviews were conducted with remote communication tools in at least 45 minutes.Before the interview, participants were informed about the purpose and importance of the research.In the research, the data obtained from the participants were recorded with the note-taking technique and transferred to the computer environment.

Data Analysis
In this study, data on job satisfaction levels of secondary school teachers were analyzed separately by quantitative and qualitative research methods and combined by using the convergent method.In the quantitative part of the study, the data obtained by survey method and 330 participant forms were included in the analysis.According to the analysis, the data demonstrated a normal distribution and t-test, one-way ANOVA and Tukey tests were performed according to the variables of gender, branch, professional experience and education level.
In the qualitative part of the research, the content analysis method was used in the analysis of the data obtained by the phenomenological design.The content analysis method involves the detailed investigation of the data and the creation of themes (Weber, 1990).In analyzing the data obtained at the end of the interviews, the content analysis phases of 1) coding the data, (2) finding the themes, (3) organizing the codes and themes, and (4) defining and interpreting the findings (Corbin & Strauss, 2015) were followed.

Validity and Reliability
For the quantitative part of the study, validity and reliability analyses were applied.The Kaiser-Meyer-Olkin (KMO) value of the scale is .875 and the Bartlett test of sphericity is 3524.334.The Cronbach's alpha internal consistency coefficients (α) are .918for the overall scale, .893for the intrinsic sub-dimension, and .809for the extrinsic sub-dimension.For the qualitative part of the study, the phenomenological research design validity and reliability analyses were followed and (a) credibility, (b) transferability, (c) consistency and (d) confirmability (Erlandson, Harris, Skipper & Allen, 1993) strategies were applied.In order to ensure credibility, the opinions of 2 expert researchers were obtained for the semi-structured interview form and a pilot interview was conducted with 3 participants.The research process, method, purpose and analysis steps are explained in detail in order to ensure transferability.In order to ensure consistency, the participants were informed about the purpose and importance of the research and the confidentiality of the data, and the formula (Reliability = consensus / consensus + disagreement X 100) developed by Miles and Huberman (1994) was used.In the study, the similarity rate between coders was found to be 88%.In order to ensure confirmability, participants' answers were confirmed and the opinions of the participants were quoted as they are.

Results
The aim of the study is to investigate the job satisfaction levels of secondary school teachers with the convergent method, one of the mixed research methods.Descriptive analysis methods and the gender, branch, professional experience and educational level variables were used for the quantitative part of the study.The phenomenological research design was used for the qualitative part of the study.In this context, secondary school teachers' quantitative and qualitative job satisfaction data were analyzed separately and combined as per the convergent method.The quantitative data analysis results for secondary school teachers' job satisfaction are given in Table 2 below..134 Table 2 demonstrates that the job satisfaction level of the participants is (X ̅ ) 3.57 (satisfied).This mean score indicates that the job satisfaction level of the participants is high.When the normality of the distribution is examined,

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it is seen that the kurtosis and skewness values are in the range of (± 1).This explains that the distribution of the data is normal (Hair, Black, Babin, Anderson & Tatham, 2013).According to this result, t-test, one-way ANOVA and Tukey tests were applied to the data.Table 3 below shows the job satisfaction levels of the participants by gender.Table 3 indicates that female and male participants' job satisfaction levels do not significantly differ (p>.05).In Table 4 below, one-way ANOVA test results are given regarding the job satisfaction levels of the participants in terms of branch, professional experience and education level variables.
Table 4. Job Satisfaction level of participants but significantly differ according to the professional experience variable.As a result of the Tukey test, a significant difference is seen between participants having 6-10 years of professional experience and those having 1-5 years of professional experience, and participants having 6-10 years of professional experience and those having 16-20 years of professional experience'.In Table 5 below, item mean scores of the participants' intrinsic job satisfaction subdimension are given.Table 5. Item mean scores of the participants' intrinsic job satisfaction subdimension In terms of always keeping me occupied 3.47 2.
In terms of being able to work alone 3.64

3.
In terms of having the chance to do different things from time to time 3.61

4.
In terms of giving me the chance to be a "respected person" in society 3.60

7.
In terms of having the chance to do things that are not contrary to my conscience 3.64

8.
In terms of providing me with a stable job 4.02 9.
In terms of being able to do something for others 4.31 10.
In terms of having the chance to tell people what to do 3.75 11.
In terms of having the chance to do something with my own abilities 3.99 15.
In terms of giving me the freedom to implement my own decisions 3.45 16.
In terms of giving me the chance to use my own abilities 3.73 20.
In terms of the feeling of success I have for the work I do 3.92 Table 5 explains that the mean scores of the intrinsic job satisfaction levels of the participants are between (X ̅ ) 3.45 and 4.31.According to this result, the intrinsic job satisfaction of the participants is at the "satisfied" level.The first problem question in the qualitative part of the research is to reveal the intrinsic job satisfaction levels of the participants.Content analysis results for this purpose are given in Table 6 'The promotion of the post according to the merit procedures and the conducting of the interviews as soon as possible will increase the job satisfaction among the teachers.Objectively promoting the position will ensure that school administrators gain a better acceptance of administrators among teachers.'(P. 'The responsibility of the work ensures the achievement of the work done.However, unfortunately, not every successful person in our country can rise in his position.The promotion of the job according to success and merit is the determination and motivation of people to work.'As long as promotion is directly proportional to personal success, job satisfaction can increase.Taking on tasks that require greater responsibility may also require promotion.However, promotion and showing complacency in the promotion job can result in a feeling of worthlessness.' (P.23) Table 6 explains that 7 codes emerged for the intrinsic job satisfaction of the participants according to the results of the content analysis.These codes are appreciation (f=19), success (f=15), promotion (f=10), merit (f=6), recognition (f=5), motivation (f=4) and responsibility (f=4), respectively.In Table 7 below, item mean scores of the participants' extrinsic job satisfaction sub-dimension are given.In terms of having the opportunity to be promoted in the job 2.73 17.
In terms of working conditions 3.68 18.
In terms of agreement of my colleagues with each other 3.61 19.
In terms of being appreciated for a good job I do 3.32 Table 7 explains that the mean scores of the extrinsic job satisfaction levels of the participants are between (X ̅ ) 2.65 and 3.65.According to this result, the extrinsic job satisfaction of the participants is at the "uncertain" level.The second problem question in the qualitative part of the study aims to reveal the extrinsic job satisfaction of the participants.Content analysis results for this purpose are given in Table 8 below.
Employees' job satisfaction does not significantly differ according to the gender variable (Tekne & Guney, 2019).Teachers love their jobs more than other professions, and primary school teachers' job satisfaction levels are higher than those of branch teachers (Tok & Bacak, 2013).Teachers' job satisfaction levels do not differ significantly according to the branch variable (Koruklu, Feyzioglu, Kiremit & Kaldirim, 2013).Physical education teachers' job satisfaction levels do not significantly differ according to professional experience (Goktas, 2007).Teachers' job satisfaction differs significantly according to the professional experience variable (Demirtas, 2010;Gencturk & Memis, 2010).Primary school teachers' job satisfaction significantly differs according to their education level (Filiz, 2014).Educational level does not make a significant difference in terms of teachers' intrinsic and extrinsic job satisfaction (Kumas & Deniz, 2010).When the research studies are examined, the findings are generally similar to the results of this research.With the experience of secondary school teachers, their expectations from the institution may also increase.A better equipped school may need more teaching materials, equipment and technological support.The fact that the school meets these expectations can positively affect teachers' job satisfaction.
The first problem question of the study aims to reveal the factors affecting the intrinsic job satisfaction of the participants.In the quantitative part of the study, the intrinsic job satisfaction sub-dimension mean score was found to be (X ̅ ) 3.76 (satisfied), while in the qualitative part of the study, the factors affecting the intrinsic job satisfaction of the participants were found to be appreciation (f=19), success (f=15), promotion (f=10), merit (f=6), recognition (f=5), motivation (f=4) and responsibility (f=4), respectively.The research results are consistent when the answers given by the participants in the quantitative and qualitative dimensions of the study are converged.According to these results, it is seen that teachers are at a "satisfied" level in terms of intrinsic job satisfaction, although they have expectations from the administrator and the education system.Among these expectations, recognition, success and promotion come to the fore.Teachers may expect seen that teachers are at an "uncertain" level in terms of extrinsic job satisfaction.In the interviews, the participants stated that the payment, the attitude of the school management and the working conditions are important external job satisfaction variables, respectively.This result also revealed the priority ranking of the teachers.Participants stated that living standards are an important variable in order to provide job satisfaction and that these standards can be achieved with the payment factor.In addition, the participants emphasized the merit and fairness of the school administration by stating that teachers should be evaluated according to their abilities and competencies.With the answers given by participants, important extrinsic job satisfaction variables are revealed.In this context, teachers' extrinsic motivations can be widely understood.The research results are consistent when the answers given by the participants in the quantitative and qualitative dimensions of the study are converged.Previous and similar studies state that leadership characteristics of managers significantly affect the job satisfaction of employees (Hulpia, Devos & Rosseel, 2009).Improving working conditions and increasing opportunities are effective in increasing teachers' job satisfaction (Dasdemir & Okul, 2019).Fair payment distribution and level, promotion opportunities and management are among the factors in increasing teachers' job satisfaction (Bozkurt & Bozkurt, 2008).Employees' job satisfaction is affected by working conditions, wages, management structure and the supervision process (Eginli, 2009).The physical structure of schools, working conditions, and employee wages are among the qualifications of job satisfaction (Basaran, 2008).Previous and similar studies are in parallel to the findings of this study and payment, management, working conditions, justice and living standards are factors affecting the extrinsic job satisfaction of teachers.
According to the results of this research, in which the job satisfaction levels of secondary school teachers were investigated with the convergent method, the job satisfaction levels of the participants do not change according to the variables of gender, branch and education level, but there are differences between the two groups according to the professional experience variable.It was concluded that appreciation, success, promotion, merit, recognition, motivation and responsibility are factors affecting participants' intrinsic job satisfaction, and that payment, management, working conditions, justice and living standards are factors affecting participants' extrinsic job satisfaction.
The research findings indicate that school administrators have important roles in teachers' job satisfaction, and that teachers have expectations from school administrators with regard to the level of job satisfaction.In this context, school administrators can increase teachers' level of job satisfaction by meeting expectations.

Table 1
Demographic information of participants

Table 2 .
Descriptive statistics regarding job satisfaction level of participants

Table 3 .
Job satisfaction level of participants by gender Table4demonstrates that the job satisfaction levels of the participants do not significantly differ according to the branch and education level variable,

Table 6 .
below.Coding and participants' opinions on intrinsic job satisfaction

Table 7 .
Item mean scores of the participants' extrinsic job satisfaction sub-