Social Capital ’ s Effect on Physical Education and Teachers ’ Job Satisfaction

This study tested the impact of physical education (PE) teachers’ social capital on job satisfaction and explained levels of social capital for job satisfaction. Study participants were 210 PE teachers. The research methodology used the correlational survey model, and the instruments administered were the Social Capital Scale,and the Minnesota Job Satisfaction Scale. For conducting scales’ confirmatory factor analyses and structural equation modeling, SPSS 23.0 and AMOS 17.0 software were used. The model’s goodness fit index was: RMSEA = 0.081; SRMR = 0.082; CMIN\DF = 2.523; GFI = 0.922; CFI = 0.923; AGFI = 0.843; NFI = 0.913; Chi squared = 2832.001; df = 976 and p = 0.000. According to these results, the model fit index reached an acceptable and desired level. The effect of social capital on job satisfaction and the rate of explaining job satisfaction were tested. In relation to the study’s first hypothesis, it was revealed that PE teachers’ social capital level and job satisfaction were positively and significantly affected. In regard to the second hypothesis, there was a significant relationship between social capital levels and PE teachers’ job satisfaction. The study’s most significant finding was that social capital significantly predicted PE teachers’ job satisfaction.


Introduction
Capital, an economic term, is now used to express various meanings in many areas.As used by Marx for the first time, capital meant components with direct economic value.Marx stated that capital shows production time's residual value.But now, many scientific, environmental, organizational, technological, cultural, human, and social factors that contribute to economic growth and development are accepted as capital.The concept of capital, which first had a physical meaning, has transformed in recent times into new concepts of human, social, and cultural capital, including into a broad production factor with non-physical values (Akman & Abaslı, 2017).
Sociologists have expanded the concept of capital to explain that human behavior is created in social contexts rather than being removed from them (Bourdieu, 1986;Portes, 1998).Thus, social capital refers to ties and communication among employees, their objectives, norms, and mutual trust (Özan, Özdemir, & Yaraş, 2017).In other words, social capital refers to the unity of norms dominated by sincerity that promotes coordination and cooperation among people (Fukuyama, 1999).Accordingly, social capital theory states that teachers can significantly impact their practices' effectiveness in achieving social integration within a school (Siciliano, 2016;Little, 1982).Indeed, teachers conduct cognitive activities in schools (educational organizations).This situation increases social capital's importance.School organizations' input and output are both human capital and, simultaneously, have relations with such factors as trust, relationship networks, norms, interest, and participation, all of which contribute to formation of social capital.For this reason, school organizations have great opportunities both to learn elements of social capital and to understand elements of activity related to social capital (Namalır, 2015).
Job satisfaction is defined as an individual's job or work related to his/her life as a situation that results in a satisfactory feeling.Job satisfaction is an emotional reaction to the job situation.It is therefore not visible, but understandable.Job satisfaction is usually determined by how much outcomes meet or exceed an employee's expectations (Judge, Bono, & Locke, 2000).Job satisfaction can also be defined as positive or negative evaluation decisions about people's work.Hence, we conceptualize job satisfaction as an affective reaction to one's work.
Nevertheless, no definition of teacher job satisfaction has been generally agreed upon.As an ambiguous term, it has been studied both as an overall construct and as satisfaction with different circumstances.A problem with measuring teachers' satisfaction with different circumstances and letting those measures indicate overall job satisfaction is that different circumstances may be important to different teachers.Therefore, such measures overlook the impact of different circumstances on overall job satisfaction, which depends on how important each circumstance is to individual teachers.Therefore, satisfaction with concrete circumstances should not be used as a measure of teachers' overall job satisfaction, especially because several studies indicate that job satisfaction is one of the most important factors influencing teachers' relations to students, their enthusiasm, and their retention.Moreover, studies in different cultures show that measures of teacher burnout predict teachers' motivation and job satisfaction (Skaalvik & Skaalvik, 2010).
Physical education (PE) teachers are an important part of education, at least partially because expectations of PE classes and teachers are increasing day by day.A teacher who knows him/herself in realizing these expectations, who can empathize in interpersonal relationships, and who can motivate him/herself will be more successful.Teachers who cannot meet these expectations will not like their jobs, not be efficient, and not be satisfied (Türkçapar, 2012).
Therefore, this study examined effects of social capital that promote PE teachers' job satisfaction and cooperation-important factors in organizational function and success.Hypotheses developed to test the effect of social capital on job satisfaction and the rate of explaining job satisfaction are presented below.H1: PE teachers' social capital levels affect job satisfaction positively and significantly.H2: PE teachers' social capital levels significantly explain their job satisfaction.

Model of Study
This study used a relational survey model that aims to determine the presence and degree of interchange between two or more variables (Ayra, 2015).In this study, the effect of the level of social capital on PE teachers' job satisfaction and the level of explaining job satisfaction were emphasized.

Participants
The study group comprised 210 working PE teachers.The number of participants needed to determine the significance of difference in the covariance matrix and sensitive assay for structural equation modeling (SEM) was 200 (Bayram, 2010), so this research was suitable for statistical analysis.
Participants' demographic characteristics were as follows.

Data Analysis
The scale used in demographics and research participants for confirmatory factor analysis (CFA) and model of the software package (SPSS 23.0 and AMOS 17.0) were utilized.The maximum likelihood estimates of the CFA method was used to estimate model parameters.
The following were considered: the root mean square of approximate error in evaluation of model goodness of fit (RMSEA), the root mean square of standardized residue (SRM), goodness of fit index (GFI), comparative fit index (CFI), revised goodness index (AGF), standardized conformity index (NFI), chi-square/degrees of freedom (X 2 / df = CM / DF), and significance level (p) fit index.
CFA and SEM for evaluation of normality and the critical rate were based is less than 10.

Social Capital Scale
The Social Capital Scale was developed using dimensions from studies of Göksel, Aydıntan, Bingöl (2010, p. 87).The scale consists of four subscales (personal information, social capital, implicit knowledge-sharing behavior, internal and external audit centeredness), three main dimensions (structural, cognitive, and relational), and 26 items.
The Cronbach's alpha reliability coefficient of the entire Social Capital Scale was 0.94.Its items were rated on a 5-point Likert-type scale: always (5), usually (4), occasional (3), very rarely (2), and never (1).As a result of analysis, the Cronbach's alpha reliability coefficient was 0.88 in the structural dimension, 0.86 in the cognitive dimension, and 0.95 in the relational dimension.Figure 1 displays the CFA scale diagram.
As a result of CFA, considering evaluation of normality, the total critical ratio for multivariate Mardia values was 35.043.Since the critical ratio was not greater than 10, all 26 items were included in the analysis.

Minnesota Job Satisfaction Questionnaire
This scale, originally developed by Weiss, Davis, England, and Lofguist (1967), was adapted to Turkish by Baycan (1985).It consists of 20 items on internal, external, and general levels of satisfaction.The Cronbach's alpha reliability coefficient of the scale was 0.77.
Results of data analysis showed the Cronbach's alpha reliability coefficient to be 0.85 in the internal satisfaction dimension, 0.86 in the external satisfaction dimension, and 0.89 at the overall satisfaction level.Figure 2 shows the CFA diagram of the scale.
The result of CFA, considering evaluation of normality, showed a total c. r. of 25.102 in multivariate values.Since the c. r. was not greater than 10, all items were included in the next step of analysis.

Results
In the stud tested by c = .082;CM and p = 0.0 The Although social capital is important for PE teachers, leaders can also use this effect in schools.A school administrator concerned with development of social capital and using it as a healing tool can achieve much in a school (Kahraman, 2016).This study's results showed that social capital significantly affected and explained job satisfaction.In other words, social capital was found to significantly predict job satisfaction.According to this result, a positive or negative change in the social capital levels of school administrators and all teachers, including PE teachers, will send their job satisfaction in the same direction.In schools, initiatives to increase levels of administrators and teachers' social capital will also effectively increase their job satisfaction levels. Figu

Table 1 .
Number of PE teacher participants