Abstract
The aim of this study is to determine physical education teachers' and classroom teachers' organizational commitment levels. Study sample consists of 101 classroom teachers and 101 physical education teachers working in schools affiliated to the Ministry of National Education. Teachers' perceptions of organizational commitment were examined in terms of field of specialization, gender, years of experience, age, marital status and place of duty. Data were collected using Allen and Meyer's Organizational Commitment Scale and a socio-demographic information form. Data were analyzed using the Statistical Package for Social Sciences (SPSS). Normality test, descriptive statistics, Mann Whitney U test, Kruskal Wallis test and Tamhane's T2 test were used. Results show that classroom teachers' normative commitment levels are higher than those of physical education teachers. Female teachers' normative commitment levels are higher than those of male teachers. Continuance commitment levels of teachers working in cities are higher than those of teachers working in districts. Continuance commitment levels of teachers working for 1 to 10 and 11 to 20 years are higher than those of teachers working for over 30 years. Teachers' organizational commitment levels did not differ by age and marital status (P > 0.05). Results indicate that field of specialization, gender, years of experience and place of duty have an effect on physical education teachers' and classroom teachers' organizational commitment levels while age and marital status have no effect on their organizational commitment levels.
Highlights
Education plays an important role in shaping the foundations and future of a society
Sampling The study sample consisted of 101 classroom teachers(CT) and 101 physical education teachers (PET)working in schools affiliated to the Ministry of National Education
Organizational commitment is one of the core activities and final goals for organizations to protect their assets because people with organizational commitment are more adjusted, satisfied, productive, loyal, responsible and cost-effective [8]
Summary
Education plays an important role in shaping the foundations and future of a society. Primary school teachers need to be devoted to their organization, profession and students to be able to work effectively and productively. The higher this commitment, the easier it is for teachers to achieve success and to find fulfillment in teaching. Organizational commitment can be defined as one’s belief in and affective attachment to the goals and values of an organization, one’s readiness to perform above and beyond what is expected of one's role for the benefit of the organization and one’s willingness to be a member of the organization [4]. Fairness refers to members’ perceptions of the accuracy and rightness of organizational decisions and policies It is concerned with “the extent to which the organization has consistent and equitable rules for everyone working there.”. The aim of this study is to determine primary school physical education teachers’ and classroom teachers’ organizational commitment levels in terms of some variables
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