An Investigation of Physical Education Teachers’ Teaching-Learning Conceptions and Professional Satisfaction Levels

Abstract Introduction: The level of professional satisfaction in teachers is an important issue in terms of high work motivation and employee performance. In addition, high professional satisfaction is a factor that contributes to teachers’ more positive approach to the education process. Methods: This study aims to examine the teaching-learning conceptions and professional satisfaction levels of physical education teachers. A total of 310 physical education teachers, 129 female and 181 male, working in primary and high schools participated in the study. A relational scanning model was used in this research. The Teaching and Learning Conceptions Scale and Minnesota Job Satisfaction Scale were used as data collection tools. Results: It has been observed that there is a positive relationship between teachers’ understanding of teaching-learning and their level of professional satisfaction. Discussion: The constructivist understanding levels of the teachers participating in the research regarding the teaching-learning process were high, while their traditional understanding levels were below the medium level. Limitations: This research was limited to 310 physical education teachers working at different education levels. Conclusions: It can be said that the teaching-learning understanding of physical education teachers is a determinant of professional satisfaction.