Abstract
The purpose of this study is to investigate the effect of the organizational commitments of assigned teachers in different branches on their organizational dissent. The study universe consists of 234 randomly selected persons. In the study, Organizational Commitment Scale, Organizational Dissent Scale and Personal Information Form were used to collect the data. Correlation analysis (r) was performed to determine the relationship between the scores from the scales and the Regression Analysis (β) was performed to determine whether the scores were could predict each other. A significant positive correlation was detected between the moral commitment sub-dimension of organizational commitment and the articulated dissent sub-dimension of organizational dissent, and a significant negative correlation was detected between the alienative commitment sub-dimension of organizational commitment and the external dissent sub-dimension of organizational dissent. When the prediction of organizational dissent by organizational commitment was examined, it was determined that the moral commitment and alienative commitment sub-dimensions predicted organizational dissent levels and that the organizational dissent levels of the teachers decreased as the organizational commitment levels increased. In conclusion, the present study was conducted to determine how organizational commitment perceptions of teachers impact organizational dissent. In the present study, it was concluded that moral and alienative commitment had a significant and direct impact on the dimension of dissent and that calculative commitment did not have any impact on dissent.
Highlights
Undergraduate English Music Education BranchPhysical Education Visual Arts EducationInformation Technologies EducationIt was determined that 76.1% of the participants were male and 23.9% were female, 12.8% had 1-5 years of seniority while 43.6% had 6-10 years, 34.6% had 11-15 years and 9.0% had 16-20 years of seniority, 41.5% of the participants were teaching at primary school while 58.5% were teaching at secondary school, 17.9% had master’s degree while 82.1% had bachelor’s degree, and the branch of 20.1% of the participants was English while this rate was 17.9% for music education, 25.2% for physical education, 20.5% for visual arts education and 16.2% for information technologies education.2.4
The general aim of the present study is to examine the relationship between the organizational commitments of assigned teachers in different branches and their levels of organizational dissent
The impact of the individual and professional values of employees on various professional outcome variables has become increasingly popular in recent years. Factors such as the existence of employees who are more attached to their profession than their organization, increasing emphasis on professionalism, the changed meaning that employees place on the concept of business and the differentiation of expectations related to work make the relationship between individuals' work-related values and organizational commitment levels more significant (Özcan, 2008)
Summary
Undergraduate English Music Education BranchPhysical Education Visual Arts EducationInformation Technologies EducationIt was determined that 76.1% of the participants were male and 23.9% were female, 12.8% had 1-5 years of seniority while 43.6% had 6-10 years, 34.6% had 11-15 years and 9.0% had 16-20 years of seniority, 41.5% of the participants were teaching at primary school while 58.5% were teaching at secondary school, 17.9% had master’s degree while 82.1% had bachelor’s degree, and the branch of 20.1% of the participants was English while this rate was 17.9% for music education, 25.2% for physical education, 20.5% for visual arts education and 16.2% for information technologies education.2.4. It was determined that 76.1% of the participants were male and 23.9% were female, 12.8% had 1-5 years of seniority while 43.6% had 6-10 years, 34.6% had 11-15 years and 9.0% had 16-20 years of seniority, 41.5% of the participants were teaching at primary school while 58.5% were teaching at secondary school, 17.9% had master’s degree while 82.1% had bachelor’s degree, and the branch of 20.1% of the participants was English while this rate was 17.9% for music education, 25.2% for physical education, 20.5% for visual arts education and 16.2% for information technologies education. Which was translated into Turkish by Ergün, & Çelik, (2019), The Cronbach Alpha internal consistency coefficient was determined as .94. These results indicate that all sub-dimensions that constitute the scale have high internal consistency. It was determined that a Cronbach Alpha Coefficient of over .80 indicates that the scale is highly reliable (Ergün, & Çelik, 2019)
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