Bu çalışmada Fen Bilimleri öğretmenlerinin mesleki doyum düzeylerinin ortaya çıkarılması amaçlanmıştır. Araştırma, karşılaştırma türü tarama modelinde bir çalışmadır. Araştırma evrenini 2013-2014 eğitim öğretim yılında Kars İl Milli Eğitim Müdürlüğüne bağlı ilköğretim kurumlarında çalışan 204 Fen Bilimleri öğretmeni oluşturmaktadır. Araştırma örneklemini ise tesadüfi örnekleme ile seçilen Kars il merkezinde, merkez köylerinde ve Kağızman ile Sarıkamış ilçelerinde görev yapmakta olan toplam 97 Fen Bilimleri öğretmeni oluşturmaktadır. Veri toplama aracı olarak Minnesota İş Doyum Ölçeği (MSQ) ve Kişisel Bilgi Formu kullanılmıştır. Verilerin istatistiksel çözümlemeleri bilgisayar ortamında Windows SPSS Sürüm 22.0 ile gerçekleştirilmiştir. Yaş, çocuk sahibi olma ve çocuk sayısı, hizmet süresi, çalıştığı okul sayısı, idari görev yapma, mezuniyet alanı, Fen Bilimleri öğretmenliği dışında farklı derse girme, çalıştığı okulun statüsü, öğretmenlik dışında gelir getiren bir işle uğraşma, öğretmenlik dışı iş türü, ek gelir, oturduğu eve kira verme, hizmet içi eğitime katılma durumu, ailesinde başka öğretmen olması, okul yerleşim birimi değişkenleri için iş doyumu ve alt boyut puanları arasında anlamlı farklılık bulunmamıştır. Cinsiyet değişkeninde "bayan" öğretmenlerin lehine, medeni hal değişkeninde medeni durumu "diğer" olan öğretmenlerin lehine, otomobil sahibi olma değişkeninde "otomobil sahibi olmayan" öğretmenlerin lehine, lisansüstü eğitim değişkeninde "lisansüstü çalışma yapmayan" öğretmenlerin lehine ve başka birine Fen Bilimleri öğretmenliğini tavsiye etme değişkeninde ise "Fen Bilimleri öğretmenliğini başka birine ya da bir yakınına tavsiye eden" öğretmenlerin lehine iş doyumu puanları arasında anlamlı farklılık bulunmuştur

In this study, it has been aimed to reveal the levels of job satisfaction of science teachers. The study is based on comparative type within survey model. The population consists of 204 science teachers who work at primary educational institutions, dependent on Kars Directorate of National Education in 2013-2014 Education Years. The research sample also consists of totally 97 science teachers, working at Kağızman and Sarıkamış counties as well as central villages, Kars city center that are all selected with random sampling. As a tool for gathering data, there are two forms; including Minnesota Satisfaction Questionnaire (MSQ) and Form of Personal Info in this study. The statistical analysis of the data has been done within Windows SPSS version 22.0 in electronic environment. According to the factors; “ageservice period, childbearing and number of children, graduation field, administrative function, number of schools they work, having lessons apart from being a science teacher, status of the school they work, having side income, kind of job except from being teacher, side income, living in a rented house, participation in inservice training, having a teacher from family members and school environment’ of science teachers have no significant difference as a result of analysis on the levels of job satisfaction. According to the results of study, women science teachers have higher job satisfaction than men science teachers as a result of analysis on their job satisfaction for ‘gender’ factor; according to ‘marital status’ factor, the ones who have ‘the others’ option have higher job satisfaction than the ones who are married or single, there is no difference between the ‘married’ and ‘single’ ones. Additionally, for ‘having an auto’ factor, the ones who have an auto have lower job satisfaction than the ones who don’t have an auto according to the analysis of levels of job satisfaction. For ‘graduate status’ factor, the teachers who don’t have graduate studies, have higher job satisfaction than the ones who have such kind of studies. Moreover; for ‘suggesting to be a science teacher for others’ factor, the teachers who suggest the others to be a science teacher, have higher job satisfaction than the others who don’t suggest as a result of levels of job satisfaction Many researchers study on the factors that affect the performances of employees at work. The factors that affect the performance of employees, the possible positive efficiency, the increase in this proficiency are all the basic reasons for these studies. One of the concepts that is thought to affect the performance of employees is the term, ‘job satisfaction’. ‘Job satisfaction’ that encourages studying much more, makes the researchers concentrate on this term. (Uras Başer and Özel, 2013)From the years when education became formal, the factors such as mental functions, learning environment, student, teacher which affect the process have been handled in various studies. Of all these factors, especially the term, ‘instructive’ has been concentrated on, it has been accepted as the inevitable element of education as an administrator and an applicator of the other factors. (Gergin, 2006) As a matter of fact, the future of the society and new generations are all brought up by the teachers. If there is something wrong, this error will reflect on the whole society, beginning from the very close environment. This situation indicates the significance of teaching profession from the aspect of responsibility and attention. Thus, the importance of the issue causes the teachers to do their profession well. To be successful in this profession for teachers, they need to like their jobs, they need to be qualified and to have a family life, and shortly they need to develop a positive attitude towards their professions. That’s why, ‘job satisfaction’ is a pivotal term and it needs to be based on profoundly. (Türkçapar, 2012; Sevimli and İşcan, 2005) The need for change with the swift developments in technology illustrates the importance of the education of sciences. It is obvious that this education has a significant effect in order to get the level of develop countries and even to pass their levels. The most important factor that affect this level of education is undoubtedly is science teachers. The first one among these factors that affect the performance of the teachers is their happiness and satisfaction in their professions. (Adıgüzel, 2010) Method In this study, it has been aimed to reveal the levels of job satisfaction of science teachers. The study is based on comparative type within survey model. The population consists of 204 science teachers who work at primary educational institutions, dependent on Kars Directorate of National Education in 2013-2014 Education Years. The research sample also consists of totally 97 science teachers, working at Kağızman and Sarıkamış counties as well as central villages, Kars city center that are all selected with random sampling. At the end of the study, the demographical qualities, their effects on job satisfaction and the levels of their job satisfaction in item of these 97 science teachers, located in sampling group; have been identified. As a tool for gathering data, there are two forms; including Minnesota Satisfaction Questionnaire (MSQ) and Form of Personal Info in this study. The form that is the part of independent variable of the study (demographical qualities) and is developed by the researcher consists of 20 questions, related to gender, age, marital status, childbearing and number of children, period of service of the teachers, number of schools where they work, their administrative functions, graduation field, their participation in different lessons apart from science, the status of the school they work, additional job besides teaching, the kind of additional job, the manner of side income, the rent of the house they live, having a car, graduate education, inservice training, being a teacher of other family members, suggesting to be a science teacher for others and identification of factors in school environments they work. The short form has been used in 20 items of MSQ scale. The statistical analysis of the data has been done within Windows SPSS version 22.0 in electronic environment. Results When the point average, related to MSQ scale by the answers of science teachers has been analyzed, the item that is disliked by science teachers has been ‘their ways blocked in terms of promotion’. In addition to this item, the ones ‘the inadequacy in charge’ and ‘the bad conditions of working’ have been also disliked. The item they most like is ‘the feeling for doing something for others’. They also like the items, ‘the chance for guiding individuals’ and ‘change for doing something within their abilities’. By the items that the science teachers get job satisfaction, inner feelings such as the guidance by their profession and spirituality come first. The items that don’t include job satisfaction are all related to the external factors such as promotion, charge and working hours. According to the results of study, women science teachers have higher job satisfaction than men science teachers as a result of analysis on their job satisfaction for ‘gender’ factor; according to ‘marital status’ factor, the ones who have ‘the others’ option have higher job satisfaction than the ones who are married or single, there is no difference between the ‘married’ and ‘single’ ones. Additionally, for ‘having an auto’ factor, the ones who have an auto have lower job satisfaction than the ones who don’t have an auto according to the analysis of levels of job satisfaction. For ‘graduate status’ factor, the teachers who don’t have graduate studies, have higher job satisfaction than the ones who have such kind of studies. Moreover; for ‘suggesting to be a science teacher for others’ factor, the teachers who suggest the others to be a science teacher, have higher job satisfaction than the others who don’t suggest as a result of levels of job satisfaction. According to the factors; “age-service period, childbearing and number of children, graduation field, administrative function, number of schools they work, having lessons apart from being a science teacher, status of the school they work, having side income, kind of job except from being teacher, side income, living in a rented house, participation in inservice training, having a teacher from family members and school environment’ of science teachers have no significant difference as a result of analysis on the levels of job satisfaction.