The Relationship between Teachers’ School Commitment and School Culture

Erkan Kiral,Omer Kacar

doi:10.5539/ies.v9n12p90

Abstract

<p class="apa">The study, which aims to put forth the relationship between school commitment and school culture, is designed on causal-comparative, relational survey model. The study group is composed of 150 voluntary teachers working in Aydin. In the research, “organizational culture” and “organizational commitment” scales are used. In the analysis of the data, descriptive and proof testing statistical techniques are used. At the end of the study, it is found that teachers have affective commitment perceptions at the highest level, and bureaucratic culture perceptions at the lowest. While the perceptions of the teachers related to school commitment and culture does not show any significant difference according to their gender, educational status and specialty; these perceptions show a significant difference according to seniority, type of school, and length of service at the same school. It is detected that affective commitment is predicted by task culture; continuance commitment is predicted by achievement and support culture; and normative commitment is predicted by support culture significantly. All the dimensions of organizational culture predict affective commitment at the highest level. Together with the fact that school culture is an effective factor in teachers’ commitment to their school, some suggestions are given towards developing school culture based on especially support and achievement culture.</p>

Highlights

IntroductionIncreasing competition in education sector, together with various regulations (closure of private teaching institutions, educational support etc.) recently, has led educational administrators to look for ways to work more effectively and efficiently
Increasing competition in education sector, together with various regulations recently, has led educational administrators to look for ways to work more effectively and efficiently
School organizations, which are the basis of educational organizations, try to include qualified and highly committed teachers or increase the commitments of the present teachers so as to sustain their existence in a more efficient and productive way

Summary

Introduction

Increasing competition in education sector, together with various regulations (closure of private teaching institutions, educational support etc.) recently, has led educational administrators to look for ways to work more effectively and efficiently. By providing the development of human resources, by harmonizing the employees with their organizations, and by increasing their organizational commitment, organizational administrators have seen that they can reach the defined objectives via human relations approach. The commitment of the teachers to their schools is the link that they feel towards the school they work for. School culture gives the teacher a different identity and provides all the common values, beliefs, assumptions and artifacts that could help them with the commitment to school. The presence of a strong school culture or an effort to provide it in a school could influence the level of the teacher’s commitment to school by helping the teacher internalize the aims and objectives of the school and see and feel themselves as a part of it

Objectives

Methods

Results