BİLTEK-VI International Symposium on Current Developments in Science͕͕, Technology and Social Sciences, Malatya, Turkey, 16 - 18 September 2022, pp.395-410
This research was conducted to investigate the organizational commitment perceptions of high school
teachers in terms of various variables. The survey model was used in this research, which was conducted
with the quantitative research model.
Research data was collected through "Personal Information Form" and “Organizational Commitment
Scale”, which was developed by Meyer, Allen and Smith (1993) and adapted into Turkish by Dağlı, Elçiçek
and Han (2018). In the scale, organizational commitment is conceptualised in three dimensions: affective,
continuance and normative commitment. The scale was applied to 440 teachers working in public high
schools in the Salihli district of Manisa. The collected data were transferred to the SPSS program and
frequency, percentage, arithmetic mean, standart deviation, t-test, ANOVA and LSD tests were performed.
According to the research results; affective commitment of high school teachers is at the level of agree.
Continuance commitment, normative commitment and general organizational commitment are at the level
of neutral. The level of organizational commitment of male high school teachers was found to be higher
than female high school teachers in the general commitment and in the affective commitment dimension of
the scale. There was no significant difference in terms of gender in the dimensions of continuance
commitment and normative commitment. When high school teachers with 2 children are compared with
teachers who have no children and 1 child, it has been revealed that organizational commitment levels are
higher in general organizational commitment and continuance commitment dimension of the scale. In the
dimensions of affective and normative commitment, there is no significant difference in terms of the number
of children variable. High school teachers with Associate/Bachelor's degrees have higher perceptions of
continuance, normative and general organizational commitment than high school teachers with master’s and
doctorate-degree graduate education. There was no significant difference in terms of education level in the
dimension of affective commitment. Teachers working in Religious Vocational High School and Anatolian
High School/Social Sciences High Schools have higher levels of affective, normative and general
organizational commitment compared to teachers working in Vocational and Technical Anatolian High
Schools. In the dimension of continuance commitment, there was no significant difference in terms of the
type of high school. High school teachers who have worked in the same school for 11 years or more have a
higher level of continuance commitment than teachers who have worked for 0-5 years and 6-10 years. There
was no significant difference in the affective, normative and general organizational commitment levels of
teachers concerning the term of employment in the same school.