Abstract
The aim of this study is to identify high school teachers’ commitment to school development, colleagues, the teaching profession and sense of duty. The population of this descriptive survey comprised 2,805 teachers working at 47 high schools in Elazığ during the 2016-2017 school year. The study sample was selected through stratified sampling, which aims to identify subgroups in a population and ensure that their size in the sample represents their proportion in the population. The data collection tool was then distributed to 461 teachers working in 12 schools selected randomly from these strata. The data collection tool had two sections. The first had conceptual questions and the second had questions about organizational commitment behaviors. The results showed that high school teachers felt full commitment only to the teaching profession, while they “often” felt committed in other subdimensions and the entire scale. More precisely, the commitment level of science teachers to school development was higher than that of social sciences teachers. Teachers working in the city center had higher commitment to colleagues and school development than those in small towns. Teacher candidates had higher commitment to sense of duty than teachers and specialist teachers. Teachers working at vocational and technical high schools had lower commitment to school development than teachers working at Anatolian high schools, social sciences and science high schools. There was a moderate, negative and meaningful relationship between teachers’ age, professional seniority, professional title and marital status. There was a high, positive and meaningful relationship between the subdimensions and the entire scale. Among the subdimensions, too, there was a moderate, positive and meaningful relationship.
Highlights
The degree to which a task is effectively carried out depends on the characteristics of the work environment
The concept of work environment is associated with the environment, organizational effectiveness, climate, ecological field, organizational ideology or organizational information (Hoy, Tarter, Kottkamp, 1991; Celep, 2000:143)
The sense of work environment that teachers have, which results from the facilities available in the work environment, is significant enough to affect their styles of work
Summary
The degree to which a task is effectively carried out depends on the characteristics of the work environment. The concept of work environment is associated with the environment, organizational effectiveness, climate, ecological field, organizational ideology or organizational information (Hoy, Tarter, Kottkamp, 1991; Celep, 2000:143). One factor which forms the foundation of teachers’ sense of work environment is their interest and attitudes towards the objects in their work environment (profession, work, team, student, school). One concept that reveals the interest of workers in the objects in their work environment is organizational commitment. As a concept and way of understanding, organizational commitment exists anywhere with a sense of community and is an emotional representation of social instincts. Feeling committed to a person, a thought, an institution or something bigger than ourselves refers to a responsibility which we must meet (Ergun, 1975)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
