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European Journal of Physical Education and Sport Science ISSN: 2501 - 1235 ISSN-L: 2501 - 1235 Available on-line at: www.oapub.org/edu Volume 3 │ Issue 8 │ 2017 doi: 10.5281/zenodo.884447 THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS Mehmet Dalkılıç1i, Şıhmehmet Yiğit2, A. Cenk Gürkan3, İbrahim Dalbudak4 Kilis 1 ‚ralık University, School of Physical Education and Sports, Turkey Tekirdağ University, School of Physical Education and Sports, Turkey 2 Gazi University, Health Services Vocational School, Turkey 3 Süleyman Demirel University, University, 4 School of Physical Education and Sports, Turkey Abstract: In our research which is made in order to examine the organizational attractiveness and job satisfaction of instructors of physical education and sports who works in different regions in terms of different factors, there are 60 instructors who are 12 women and 48 men and have different academic title and work in 7 universities in different regions of Turkey. According to the variance of academic title of instructors, they ,distribute as 5 associate professor (% 8,5), 18 assistant professor (%30,0), 17 instructors (%28,3), 8 lecturers (% 13,3), 12 research assistant (% 20,0). While choosing of the universities, it is looked youngest universities and the number of instructors is least. Minessota Job Satisfaction Scale , Form Organizational ‚ttractiveness and Demographic Information are used. The points which are located of scale dimensions are evaluated between 1 and 5. According to the test results which are done in order to find out if there is a meaningful difference in terms of the variances of academic title, age, years of service, duration of administration, administrative task, lesson hours, marital status of the averages points of the organizational attractiveness, internal satisfaction, external satisfaction, general satisfaction of the instructors who participate the research, a meaningful difference has not been found. There is a weak, positive directional relation among the internal, external satisfaction and organizational attractiveness. There is a Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 188 Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS weak, positive directional relation between general satisfaction and organizational attractiveness. Keywords: instructors, organizational attractiveness, employer attractiveness, job satisfaction 1. Introduction In developing countries, due to the need for qualified manpower in different fields of occupation, value for higher education has been increasing day by day. Besides, the number of higher education institutions and the teaching staff working in these institutions are also increasing day by day. It is very important for instructors to provide job satisfaction and be happy to fulfill their duty out rightly. In 1998, Sergiovanni and Stratt stated the instructors job satisfaction level s importance by pointing out the instructors job satisfaction s correlation with students academic performances. Nuances occurring when the worker compares his values and which one of these values becomes fact in what way determine the job satisfaction (Mc Cormic and Ilgen, 1980). Another definition is that job satisfaction is happiness or unhappiness from the workers job. Organizational attractiveness has an important role in the workers workplace choice. Individuals tend to choose working in workplaces that they think attractive. ‚cademicians and managers search ways to enhance the workers performance and keep them in the business; and the need for organizational attractiveness has been increasing in order to accomplish these objectives. As a result of studies conducted in this context, it has been stated that organizational attractiveness has more influence than job satisfaction when the worker quits his job. If the worker s expectations overlap with his values, he abides by the organization and its mission and he provides satisfaction in his job. It is determined that physical conditions, payment, and reward system are also important in job satisfaction. Commitment to the organization, organizational attractiveness is important in providing business continuity. The workers being in organizational attractiveness is not only important for business continuity but increasement in productivity of work as well. 2. Organizational Attractiveness Recently, organizational attractiveness concept has been one of the emphasized topics. There are different opinions about organizational attractiveness. Tsai and his friends European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017 189 Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS defined that Organizational attractiveness is the desire for following the work and accepting offers in that workplace. Organizational attractiveness is the picture of desire in potential worker s workplace in his brain 5ks(z, . In order words, it expresses that organizational attractiveness is effective on the workers applying for a workplace and it is a situation that significantly effects the decision they are to make about this topic (Akçay, 2014: 177). In his study, Öksüz (2012) analyzed the organizational attractiveness in terms of the candidates and stated factors affecting organizational attractiveness, factors affecting employer brand as work environment, payment and other material benefits, career opportunities and development, work and life balance, institution features, institution culture, product service brand, leadership, management and institutional social responsibility. 3. Job Satisfaction Job satisfaction is an emotional effect which occurs in the worker due to worker s values towards his job and the factors that job embodies to the employer (Oshakgemi, 2000: 331). In other words, job satisfaction is the emotional factor that mental and financial elements create on the worker (Eren, 2004: 202). In another definition, job satisfaction has been defined as the situation of feeling likeable and positive incidents in the result of evaluating job or job experience (Brough and Frame, 2004: 9). It can also be expressed as the presence of emotional situations that allow individuals to confront what they enjoy when their eyes are on their work or experience (Luthans, 1992).Job satisfaction can also be explained as fulfilling the worker s requests about the job within the workplace limits (Akçamete et. al., 2001). 4. Method 4.1 Population and Sample In this study which is conducted to determine the job satisfaction levels of physical training and sports instructors of universities in different regions, descriptive research design has been used, which is frequently used in social sciences area (Büyüköztürk, Ş., Kılıç Çakmak, E, ‚kg(n, 5.E. Karadeniz, Ş. And Demirel, F. 2014).The population of this study consists of public universities in Turkey. The sample group consists of 12 female and 48 male instructors, who have different academic title, working at 7 universities in different region within academic year of 2015-2016; 60 instructors in total. European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017 190 Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS Purposeful sampling has been used in selection of universities in sample group of the research. For this reason, the most recent institutions within the region have been selected as the organization, particularly for the number of teaching staff. The regions training instructors for Physical Training and Sports are as follows: Batman University in Southeastern Anatolia region, Karabük University in Black Sea region, Bitlis Eren University in Eastern ‚natolia region, ‛alıkesir University in Marmara region, ‚hi Evran University in Central Anatolia region, Mehmet Akif University in Mediterranean region, Afyon Kocatepe University in Aegean region. 4.2 Data Collection Tool In the research; there are demographic information in the first part, in the second part organizational attractiveness scale, and questions about job satisfaction scale in the third part. Minnesota Satisfaction Questionnaire (MSQ) which was developed by Weiss and his friends (1967) was used as a data collection tool for measuring job satisfaction. The adaptation of the scale into Turkish has been done by Baycan (Baycan, F.A., 1985). In this research, reliability co-efficient Cronbach alpha of Organizational attractiveness scale has been found as 0,671; reliability co-efficient of job satisfaction scale has been found as 0,883. 4.3 Statistical Analysis of the Data The collected data has been analyzed by using SPSS (Statistical Package for Social Sciences) for Windows 22.0 program. In data evaluation, number, percentage, mean, standard deviation has been used as descriptive statistical methods. Point of scale dimensions have been evaluated between 1 and 5. This gap has 4 points width. By equal dividing this width into 5, each width has been interpreted as follows: 1.00- . low , . - . low , . - . middle , . - . (http://www.istatistikanaliz.com/faktor_analizi.asp). high , Man . - . Whitney-U very very high Test for comparing quantitative continuous data between two independent groups, and Kruskall Whallis Test have been used for comparing more than two independent groups. In order to determine the difference after the Kruskall Whallis Test, Man Whitney-U Test has been used as adjunct. Spearman Correlation and regression analysis have been used between continuous variables of the research. The gathered findings have been evaluated at %95 confidence interval, and %5 significance level. 5. Findings and Commentary European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017 191 Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS Table 1: Range of Teaching Staff s Descriptive Features Tables School Worked Gender Academic Title Age Year of Service Duration of Administration Administrative Task Lesson Hours Marital Status Groups Frequency (n) Percentage (%) Bitlis Eren University 7 11,7 Karabük University 7 11,7 Batman University 10 16,7 Afyon University 8 13,3 Balıkesir University 8 13,3 Burdur University 6 10,0 Kırşehir University 14 23,3 Total 60 100,0 Male 48 80,0 Female 12 20,0 Total 60 100,0 Associate Professor 5 8,3 Assistant Professor 18 30,0 Instructor 17 28,3 Lecturer 8 13,3 Research Assistant 12 20,0 Total 60 100,0 20-30 16 26,7 31-40 27 45,0 + 40 17 28,3 Total 60 100,0 1-5 years 25 41,7 6-10 years 7 11,7 11-15 years 16 26,7 + 15 years 12 20,0 Total 60 100,0 None 32 53,3 1-3 Years 17 28,3 + 3 Years 11 18,3 Total 60 100,0 Yes 22 36,7 No 38 63,3 Total 60 100,0 0 4 6,7 0-15 17 28,3 16-20 4 6,7 21-25 10 16,7 26-30 25 41,7 Total 60 100,0 Married 43 71,7 Single 17 28,3 Total 60 100,0 European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017 192 Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS According to the school variable, 7 (11,7%) of the teaching staff were from Bitlis Eren University, 7 (11,7%) were from Karabük University, 10 (16,7%) were from Batman University, 8 (13,3) Afyon University, 8 (13,3%) Balikesir University, 6 (10,0%) Burdur University and , % Kırşehir University. According to gender variable, 48 (%80,0) of the teaching staff were male, 12 (%20,0) of them were female. According to academic title variable, 5 (%8,3) of the teaching staff were Associate Professors, 18 (%30,0) were Assistant Professors, 17 (28,3) were instructors, 8 (%13,3) were lecturers, and 12 (%20,0) were Research Assistants. According to age variable, 16 (%26,7) of the teaching staff were 20-30, 27 (%45,0) were 31-40, 17 (%28,3) were over 40. According to year of service variable, 25 (%41,7) of the teaching staff were 1-5 years, 7 (%11,7) were 6-10 years, 16 (%26,7) were 11-15 years, 12 (%20,0) were over 15 years. According to duration of administration variable, 32 (%53,3) of the teaching staff were none, 17 (%28,3) were 1-3 years, 11 (%18,3) were over 3 years. According to administrative task variable, 22 (%36,7) of the teaching staff were yes, 38 (%63,3) of them were no. According to hours of lesson variable, 4 (%6,7) of the teaching staff were 0, 17 (%28,3) were 0-15, 4 (%6,7) were 16-20, 10 (%16,7) were 21-25, and 25 (%41,7) were 26-30 hours. According to marital status variable, 43 (%71,7) of the teaching staff were married, 17 (%28,3) of them were single. Table 2: Teaching Staff s Correlation ‛etween Perceived Organizational ‚ttractiveness and Job Satisfaction Levels Mean Standard Deviation Organizational Attractiveness Intrinsic Satisfaction Extrinsic Satisfaction Organizational Attractiveness 3,450 0,732 1,000 Intrinsic Satisfaction 4,201 0,442 0,375** 1,000 Extrinsic Satisfaction 3,683 0,656 0,456** 0,689** 1,000 General Satisfaction 3,994 0,485 0,452** 0,920** 0,918** General Satisfaction 1,000 Participating teaching staff s organizational attractiveness level has been determined as high , ± , satisfaction level high intrinsic satisfaction level very high , ± , , ± , extrinsic general satisfaction level high (3,994 ± 0,485). European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017 193 Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS It has been stated that there is a significant positive weak correlation between intrinsic satisfaction and organizational satisfaction (r=0.375; p=0,003<0.05). It has been stated that there is a significant weak positive correlation between extrinsic satisfaction and organizational attractiveness (r=0.456; p=0,000<0.05). It has been stated that there is a significant positive medium correlation between intrinsic satisfaction and extrinsic satisfaction (r=0.689; p=0,000<0.05). It has been stated that there is a significant weak positive correlation between general satisfaction and organizational satisfaction (r=0.452; p=0,000<0.05). It has been stated that there is a significant positive high correlation between general satisfaction and intrinsic satisfaction (r=0.92; p=0,000<0.05). It has been stated that there is a significant positive high correlation between general satisfaction and extrinsic satisfaction (r=0.918; p=0,000<0.05). Table 3: Perceived Organizational ‚ttractiveness s Effect on Job Satisfaction Dependent Variable Independent Variable ß t p F Model (p) R2 Intrinsic Stable Organizational 3,421 13,203 0,000 9,465 0,003 0,125 Satisfaction Satisfaction 0,226 3,077 0,003 Extrinsic Stable Organizational 2,272 6,149 0,000 15,229 0,000 0,194 Satisfaction satisfaction 0,409 3,902 0,000 General Stable Organizational 2,962 10,824 0,000 14,871 0,000 0,190 Satisfaction satisfaction 0,299 3,856 0,000 Regression analysis which is conducted to determine the cause effect relationship between organizational satisfaction and intrinsic satisfaction has been found statistically significant (F=9,465; p=0,003<0.05). As determinant of intrinsic satisfaction level, it has been seen that its correlation with organizational satisfaction variables (explanatory power) is weak (R2= , . The teaching staff s organizational satisfaction level increases intrinsic satisfaction level (ß=0,226). Regression analysis which is conducted to determine the cause effect relationship between organizational satisfaction and extrinsic satisfaction has been found statistically significant (F=15,229; p=0,000<0.05). As determinant of extrinsic satisfaction level, it has been seen that its correlation with organizational satisfaction variables (explanatory power) is weak (R2= , . The teaching staff s organizational satisfaction level increases extrinsic satisfaction level (ß=0,409). Regression analysis which is conducted to determine the cause effect relationship between organizational satisfaction and general satisfaction has been found statistically significant (F=14,871; p=0,000<0.05). As determinant of general satisfaction level, it has been seen that its correlation with organizational satisfaction variables (explanatory European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017 194 Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS power) is weak (R2= , . The teaching staff s organizational satisfaction level increases general satisfaction level (ß=0,299). Table 4: Teaching Staff s Perceived Organizational Satisfaction and Job Satisfaction Level s Comparison with Descriptive Features Demographic Features School Worked BitlisEren U Karabük U Batman U Afyon U Balıkesir U Burdur U Kırşehir U χ²KW= p= n 7 7 10 8 8 6 14 Organizational Satisfaction Intrinsic Satisfaction Extrinsic Satisfaction Median 31,790(3,750) 23,710(3,250) 27,650(3,250) 29,060(3,500) 28,440(3,500) 25,580(3,125) 39,390(3,875) 5,704 0,457 Median 27,570(4,083) 37,570(4,417) 31,550(4,292) 16,880(3,917) 23,310(4,000) 27,670(4,250) 40,790(4,458) 12,718 0,048 Median 23,210(3,500) 40,290(4,250) 35,450(3,938) 17,380(3,313) 27,310(3,500) 20,750(3,563) 39,210(4,000) 14,467 0,025 3>4, 7>4, 7>5 (p<0.05) 2>4, 3>4, 7>4, 7>6 (p<0.05) Median 30,540(3,500) 30,330(3,375) 286,000/-0,037 0,970 Median 28,170(4,167) 39,830(4,500) 176,000/-2,078 0,038 Median 28,500(3,750) 38,500(4,000) 192,000/-1,781 0,075 Median 28,110(3,925) 40,040(4,275) 173,500/-2,118 0,034 Median 28,800(3,250) 28,110(3,500) 29,970(3,500) 41,380(3,750) 28,290(3,125) 3,741 0,442 Median 30,300(4,333) 31,640(4,375) 28,820(4,167) 27,810(4,000) 33,040(4,417) 0,683 0,953 Median 32,000(4,000) 28,500(3,875) 34,120(3,875) 28,620(3,563) 29,000(3,813) 1,192 0,879 Median 30,500(4,200) 29,750(3,975) 31,760(3,950) 28,060(3,925) 31,460(4,200) 0,315 0,989 Median 28,780(3,250) 30,040(3,500) 32,850(3,500) 0,489 0,783 Median 29,160(4,292) 34,540(4,333) 25,350(3,917) 3,038 0,219 Median 29,470(3,813) 33,940(3,875) 26,000(3,500) 2,251 0,324 Median 29,190(4,075) 34,500(4,150) 25,380(3,750) 2,972 0,226 Median 33,600(3,500) 27,570(3,250) 26,940(3,375) 30,500(3,500) 1,671 0,643 Median 33,440(4,417) 36,140(4,417) 28,310(4,125) 24,000(3,917) 3,379 0,337 Median 35,960(4,000) 31,860(3,875) 25,340(3,688) 25,210(3,438) 5,019 0,170 Median 34,660(4,200) 35,860(4,200) 26,250(3,900) 24,380(3,725) 4,508 0,212 İleri Test (MWU)= Gender Male Female MWU/Z= p= Academic Title Assoc. Prof. Asst. Prof Instructor Lecturer Res Asst. χ²KW= p= Age 20-30 31-40 + 40 χ²KW= p= Year of Service 1-5 years 6-10 years 11-15 years Over 15 years χ²KW= p= 48 12 5 18 17 8 12 16 27 17 25 7 16 12 European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017 General Satisfaction Median 24,860(3,950) 40,070(4,400) 33,750(4,175) 17,060(3,675) 25,310(3,800) 21,080(3,825) 40,890(4,275) 15,350 0,018 7 > 1, 2 > 4, 3 > 4, 7 > 4, 7 > 5, 2 > 6, 7 > 6 (p<0.05) 195 Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS Duration of Administration None 1-3 years Over 3 years χ²KW= p= 32 17 11 Administrative Task Yes No MWU/Z= p= 22 38 Hours of Lesson 0 0-15 16-20 21-25 26-30 χ²KW= p= 4 17 4 10 25 Marital Status Married Single MWU/Z= p= 43 17 Median Median Median Median 33,720(3,750) 30,880(3,500) 20,550(3,000) 4,728 0,094 30,660(4,208) 34,090(4,333) 24,500(3,917) 2,034 0,362 31,420(3,875) 31,650(3,875) 26,050(3,375) 0,885 0,643 31,140(4,100) 32,470(4,050) 25,590(3,750) 1,131 0,568 Median Median Median Median 29,250(3,500) 31,220(3,500) 390,500/-0,425 0,671 35,110(4,417) 27,830(4,125) 316,500/-1,563 0,118 33,500(3,875) 28,760(3,750) 352,000/-1,016 0,310 34,160(4,225) 28,380(3,975) 337,500/-1,236 0,216 Median 35,380(3,625) 27,710(3,250) 46,620(4,250) 28,300(3,500) 29,920(3,500) 4,398 0,355 Median 49,120(4,708) 33,880(4,417) 32,250(4,208) 21,500(3,917) 28,540(4,167) 8,262 0,082 Median 36,380(3,813) 36,000(4,000) 28,880(3,750) 23,250(3,563) 28,980(3,625) 4,117 0,390 Median 45,120(4,300) 35,290(4,250) 29,620(4,025) 22,700(3,775) 28,160(3,900) 6,551 0,162 Median 29,860(3,500) 32,120(3,500) 338,000/-0,454 0,650 Median 30,520(4,167) 30,440(4,250) 364,500/-0,016 0,987 Median 29,650(3,750) 32,650(4,000) 329,000/-0,601 0,548 Median 30,240(3,950) 31,150(4,100) 354,500/-0,181 0,857 5.1 School Worked According to the results of Kruskal Wallis H-Test which is conducted to determine whether there is a significant difference between the mean scores of internal satisfaction scores and schools worked variable of the teaching staff participating in the research, the difference between means of the group has been found significant Χ²KW = , ,p = 0.048 <0.05).Mann Whitney U test has been applied in order to determine which group originated the difference. Accordingly, intrinsic satisfaction scores of Batman University teaching staff(4,217±0,336) has been found higher than worked school Afyon University s , ± , . Worked school Kırşehir University s teaching staff s intrinsic satisfaction scores (4,464±0,448) is higher than Afyon University s 3,875±0,327). Worked school Kırşehir University s teaching staff s intrinsic satisfaction scores higher than ‛alıkesir University s , ± , , ± , is . According to the results of Kruskall Wallis H-Test which is conducted to determine whether extrinsic satisfaction score means of the teaching staff show a European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017 196 Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS significant difference in terms of school worked variable, the difference between the mean scores of group has been found significant χ²KW=14,467; p=0.025<0.05).Mann Whitney U test has been applied in order to determine which group originated the difference. ‚ccordingly, school worked Karab(k University s teaching staff s extrinsic satisfaction scores (4,054±0,586) is higher than Afyon University s , ± , worked ‛atman University s teaching staff s extrinsic satisfaction scores are higher than ‚fyon University , ± , teaching staff s extrinsic satisfaction scores University s , ± , . School , ± , . School worked Kırşehir University s 3,982±0,745) are higher than Afyon . School worked Kırşehir University s teaching staff s extrinsic satisfaction scores (3,982±0,745), are higher than Burdur University s , ± , . According to the results of Kruskall Wallis H-Test which is conducted to determine whether extrinsic satisfaction score means of the teaching staff show a significant difference in terms of school worked variable, the difference between the mean scores of group has been found significant χ²KW=15,350; p=0.018<0.05).Mann Whitney U test has been applied in order to determine which group originated the difference. ‚ccordingly, school worked Kırşehir University s teaching staff s general satisfaction scores (4,271±0,536) is higher than Bitlis Eren University s , ± , . School worked Karab(k University s teaching staff s general satisfaction scores , ± , are higher than ‚fyon University s teaching staff s general satisfaction scores , , ± , ± , . ‛atman University s is higher than Afyon University s (3,650±0,330). Kırşehir University s teaching staff s general satisfaction scores (4,271±0,536), have been found higher than Afyon University s , ± , . Kırşehir University s teaching staff s general satisfaction scores (4,271±0,536) have been found higher than Balıkesir University s , ± , . Karab(k University s teaching staff s general satisfaction scores (4,257±0,488) have been found higher than Burdur University s , ± , . Kırşehir University s teaching staff s general satisfaction scores (4,271±0,536) have been found higher than Burdur University s teaching staff general satisfaction scores (3,750±0,469). According to the results of tests which are conducted to determine whether mean of organizational attractiveness scores of participating teaching staff show a significant difference in terms of school worked variable, difference between means of group have not been found significant (p>0,05). 5.1 Gender According to the results of Mann Whitney U Test which is conducted to determine whether intrinsic satisfaction score means of the teaching staff show a significant difference in terms of gender variable, the difference between the mean scores of groups European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017 197 Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS has been found significant (MWU=176,000; p=0.038<0.05). Intrinsic satisfaction scores of male participants x= , , have been found lower than female s intrinsic satisfaction scores(x=4,424). According to the results of Mann Whitney U Test which is conducted to determine whether general satisfaction score means of the teaching staff participating in the research show a significant difference in terms of gender variable, the difference between the mean scores of groups has been found significant(MWU=173,500; p= . < . . Males general satisfaction scores x= , females scores x= , have been found lower than .‚ccording to the results of tests which are conducted to determine whether mean of organizational attractiveness, extrinsic satisfaction scores of participating teaching staff show a significant difference in terms of school worked variable, difference between means of group have not been found significant (p>0,05). According to the results of the test which are conducted to determine whether there is a meaningful difference in terms of organizational attractiveness, intrinsic satisfaction, extrinsic satisfaction, general satisfaction scores of academic staff participating in the research in terms of academic title, age, year of service, duration of administration, administrative task, marital status variables, the difference between the means of group scores have not been found significant (p>0,05). 6. Discussion/Result/Suggestion The level of "organizational attractiveness" of the teaching staff participating in the research is high and "general satisfaction" is high. According to the findings obtained from the research, the job satisfaction of academic staff did not differ in terms of academic title, age, years of service, administration period, administrative duty, class hours, marital status. These results are in agreement with the results of some research conducted on the job satisfaction of the teaching staff Kasapoğlu, Musalvediğ., Yıldızvediğ., Oran, 5ncel, Çetinkanat, Esen, Karlıdağvediğ., Heller vediğ., .When married and single teaching staff are compared to each other, while singles can spend more time on their business and academic development, married ones seem to earn more in terms of the social support they receive and the total monthly income that goes into their homes ‛ilge vediğ., .In some studies, the level of job satisfaction of single teaching staff has been found higher than that of married Dalkılıç, Ergin 1993). Although marital status has been considered to have a high correlation with job satisfaction (Clark, 1996), there are some findings in literature that contradict with correlation of job satisfaction and marital status. The means of organizational attractiveness and extrinsic satisfaction scores of the European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017 198 Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS teaching staff have not been found significant in terms of gender variable. Men's intrinsic satisfaction, general satisfaction scores have been found lower than women's intrinsic satisfaction scores. The findings that are obtained from studies analyzing teaching staff s job satisfaction according to gender do not show parallelism to each other. In some studies, while women s job satisfaction levels were found higher Hodson, Kelly, in other studies, men s job satisfaction levels were found higher (Mccaslinve Mwangi, 1994; Friesen, Holdawayve Rice, 1983; Varca, Shaffer ve McCauley, Dalkılıç, 2014).Herzberg's work based on two factorial theories showed that all motivating factors outside responsibility increased women's job satisfaction, while extrinsic hygienic factors caused dissatisfaction. Some studies have shown that there is no difference in the job satisfaction of male and female teaching staff. Women teaching staff are seen to have conditions that are more equal with men who are similar to those who do not work or with women working in other sectors. For this reason, the job satisfaction of men and women may not be different (‛ilge vediğ., . Kırşehir University s teaching staff s intrinsic satisfaction score have been found high. ‚fyon University s intrinsic satisfaction scores have been found low. Karab(k University s extrinsic satisfaction score have been found high. ‛urdur University s extrinsic satisfaction score have been found low. The highest general satisfaction score mean belongs to Kırşehir University, which means it belongs to Central Anatolia Region, the following is Karabük University in Black Sea Region, university with the lowest general satisfaction scores belong to Afyon University in Aegean Region. The findings in another study do not show parallelism with findings in our study. It is emphasized that the academic staff working in the Marmara Region had the highest job satisfaction, followed by the Southeastern Anatolia Region and the lowest job satisfaction score was the academic staff working in the Mediterranean Region Dalkılıç, 2014). It is thought that the life comfort of teaching staff in Kırşehir University has a positive effect on the job satisfaction. In the study conducted by Ay and ‚vşaroğlu (2010), the findings overlap with our findings. There is a weak positive correlation between intrinsic satisfaction and organizational satisfaction. There is a weak positive correlation between extrinsic satisfaction and organizational satisfaction. There is a medium positive correlation between extrinsic satisfaction and intrinsic satisfaction. There is a weak positive correlation between general satisfaction and organizational attractiveness. There is a high positive correlation between general satisfaction and intrinsic satisfaction. There is a very high correlation between general satisfaction and extrinsic satisfaction. The teaching staff s organizational attractiveness organization attraction) increases intrinsic satisfaction, extrinsic satisfaction and general satisfaction. European Journal of Physical Education and Sport Science - Volume 3 │ Issue 8 │ 2017 199 Mehmet Dalkılıç, Şıhmehmet Yiğit, A. Cenk Gürkan, İbrahim Dalbudak THE ORGANIZATIONAL ATTRACTIVENESS AND JOB SATISFACTION OF INSTRUCTORS OF PHYSICAL EDUCATION AND SPORTS WHO WORKS IN DIFFERENT REGIONS The workers evaluate their position in the institution positively in terms of organizational attractiveness and for this reason; it is possible to say that the relationship between person and institution is positive. Subsequent researchers can work on similar studies comparative organizational behavioral variables by expanding the target population of the study. References . Tükenmişlik iş doyumu ve kişilik. 1. Akçamete, G., Kaner, S. ve Sucuoğlu, ‛. Ankara, Nobel Yayınları. 2. Akçay, A. D., (2014), 5rg(tsel Çekicilik ‛ağlamında Otel İşletmelerini Rakiplerinden ‚yıran 5zellikler, Anadolu Üniversitesi Sosyal Bilimler Dergisi, S.14(1), ss.175-185. 3. ‚y, M. ve ‚vşaroğlu, S. . 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