Examining multi dimensionally the organizational commitment levels of English teachers from and out of field

The purpose of this research is to examine multi dimensionally the organizational commitment levels of the English language teachers from and out of their professional field, working at public and private schools in the Anatolian side of İstanbul. The research has been implemented on 327 English language teachers working at public and private schools in the districts of the Anatolian side of İstanbul. In this research descriptive scanning model has been used.As a result of the research, it has been seen that English language teachers?, from and out of their professional field, who are working in the districts at the Anatolian side of İstanbul organizational commitment level is at medium level. It has been observed that; as the personal variables such as; gender, age, marital status, the schools graduated from, kind of the school, education, grade, staff, working time, seniority in the job of teacher and as language teachers, the facilities of the school, pedagogical competency, job choice and field status are considered, the points of the compliance dimension don?t show any meaningful difference. The same variables considered in identification and internalization sub-dimensions, dont show any meaningful difference, either.But, as the graduation variable considered in the identification and internalization dimensions, it has been determined that the teachers graduated from the education institutes and education faculties have meaningful difference compared with the other groups.When the pedagogical competency variable considered, both in identification and internalization levels , a meaningful difference is found in favour of the teachers who get their pedagogical competency during their higher education.A meaningful difference is observed with the job choice variable both in identification and internalization levels in favour of the teachers evaluating the school facilities as very good. When the field status of the English teachers is considered, the teachers from the field have much more organizational commitment than the teachers out of the field, both in identification and internalization dimensions.