Abstract
The aim of this study is to investigate the effect of diversity management on teachers' organizational commitment and organizational citizenship behavior. The study was conducted following a survey model. The sampling consists of 464 amongst 1088 teachers who were working in Anatolian High Schools in the city center of Diyarbakır, Turkey in the academic year of 2013-2014. The sample for the study consisted of 464 teachers who were chosen using a stratified sampling method. The data were collected via "Diversity Management", "Organizational Commitment" and "Organizational Citizenship Behaviors" scales and analyzed statistically using regression analysis. The results of this study reveals that diversity management can be a significant predictor of organizational commitment and organizational citizenship behavior. Among the suggestions proposed based on the findings, the importance of composing policies which enable teachers to accept and internalize the aims and values of the school and setting contexts in which teachers can show voluntary behaviors is emphasized. According to these results, it is possible to indicate that respecting diversities and showing tolerance to them in order to provide higher level organizational commitment and organizational citizenship behaviors of teachers are important.
Highlights
Diversity is a phenomenon that can be valid for every individual and organization
As people who work for educational institutions have different demographic, social, cultural and individual features, the problems that diversity can create in professional life can be valid for schools
It is possible to indicate that managing diversity as a component of the process of providing higher quality education is important for schools (Ngema, 2009; van Vuuren, van der Westhuizen & van der Walt, 2012)
Summary
Diversity is a phenomenon that can be valid for every individual and organization In this direction, diversity can be valid for educational organizations like universities and schools (Lumby & Coleman, 2007). Many factors like demographic changes, globalization, labour force differences and individualization affect educational institutions (Scholten, Weheliye & Wolffram, 2009). As people who work for educational institutions have different demographic, social, cultural and individual features, the problems that diversity can create in professional life can be valid for schools. Similar to other working environments and fields; in education where people having different qualities work together; it is clear that employees should be managed successfully (Balay & Sağlam, 2004; Memduhoğlu, 2007) at schools which aim to raise tolerant individuals (Şişman, Güleş, & Dönmez, 2010). It is possible to indicate that managing diversity as a component of the process of providing higher quality education is important for schools (Ngema, 2009; van Vuuren, van der Westhuizen & van der Walt, 2012)
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