Abstract
The aim of the study was to examine teachers’ proactivity, psychological well-being and professional satisfaction levels and the relationship between them. In order to reach this purpose, a quantitative cross-sectional study, one of the quantitative research methods, was used. Within the scope of the determined purpose, firstly, it was examined whether there was a significant difference in terms of seniority, number of close friends, working in the hometown/abroad, being a teacher/administrator, and marital status. Secondly, it was investigated whether there is a significant relationship between proactivity, psychological well-being and professional satisfaction. The study group of the research consists of 162 teachers working in Kilis. "Abbreviated Proactivity Scale", "Psychological Well-being Scale”, "Occupational Satisfaction Scale” and "Personal Information Form" were used as data collection tools. Independent sample t-test, ANOVA, Pearson correlation analysis and regression analysis were used to analyze the data. As a result of the study, significant positive relationships were found between proactivity, psychological well-being and occupational satisfaction variables. Regarding demographic variables, it was determined that proactivity differed according to seniority and number of close friends; psychological well-being differed according to the number of close friends and being a teacher/administrator. Professional satisfaction differed according to seniority, number of close friends and working in hometown/abroad. No difference was found in any of the variables of the study according to marital status. There was a moderate positive and significant relationship between psychological well-being and proactivity. A weak positive and significant relationship between psychological well-being and professional satisfaction. A weak positive and significant relationship between proactivity and professional satisfaction. Suggestions were made in line with these results.
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