ORGANIZATIONAL COMMITMENTS OF PRIVATE SCHOOL MUSIC TEACHERS

Abstract

The purpose of the present study was to examine the commitment levels of private school music teachers. The organizational commitment scale was used as a data collection tool. The scale consists of three factors, namely affective commitment, continuance commitment, and normative commitment, and a total of 18 items. The reliability coefficient of the scale was measured as 0.91. The data collection tool was sent online to private school music teachers in Ankara/Cankaya region in the 2021-2022 academic year. 32 music teachers, who answered positively and filled the scale, formed the study group. Music teachers work in 19 different private schools. In the study, teachers' commitment levels were determined. In addition, it was examined whether the levels of commitment differ according to professional seniority, income, and the department they graduated from. It was determined that the data were normally distributed with the Shapiro-Wilk test. For this reason, the independent sample t-test was used for the graduated department variable and the one-way Anova test for professional seniority and income variables. As a result of the research, it was determined that the organizational commitment levels of private school music teachers were at a good level. While organizational commitment levels do not differ according to the department graduated, they differ according to income and professional seniority. It has been determined that high income and working years increase teachers' commitment to their schools.