Öğretmenlerin İş Yükü ile İş Yaşam Dengesi Arasındaki İlişkinin İncelenmesi

Abstract

Education is the most important system that enables the development and progress of the society and builds the future of the country. The indispensable part of the education system and the person with the most important task in this system is undoubtedly the teacher. Therefore, the performance and happiness of teachers in schools is very important. The issue of workload, which is related to the performance of the employees and the issue of work-life balance, which expresses the well-being of individuals have become important concepts. In this study, the relationship between teachers' workload and work-life balance was examined. The research was carried out in the province of Ankara in the 2020-2021 academic year. The study group of the research consists of 30 teachers working in public primary and secondary schools in Yenimahalle district, and the sample consists of 436 teachers working in public primary and secondary schools in the central nine districts. In the study, nine central districts were accepted as a stratum for the sample group, and a stratified sampling method was used. In the study, data were collected using a questionnaire and scale and a quantitative research design was adopted. Excel and SPSS were used in the analysis of the data. As a result of this study, the average weekly total time allocated by the classroom teachers working in public primary schools for the specified tasks was found to be 38 hours and the branch teachers working in public secondary schools were found to be 30.9 hours. A statistically significant relationship was obtained between teachers' perception of workload and work-life balance scores. The obtained relationship is negative and moderate. In other words, as the workload of teachers increases, their work-life balance levels decrease, or as their workload decreases, their work-life balance levels increase.