The relationship between the resistance of vocational and technical anatolian high school teachers to change and their organizational commitment: The sample of the Bakırköy district

The aim of this study is to investigate the relationship between the resistance of Vocational and Technical Anatolian High School teachers to change and their organizational commitment levels. The population of this study is consisted of the school principals, assistant principals and teachers who serve at formal Vocational and Technical Anatolian High Schools in 2014-2015 academic year in Bakırköy, İstanbul. 183 teachers who are chosen by random and teach at 4 formal Vocational and Technical Anatolian High Schools in Bakırköy constitutes the sample of the study. The data in the study is collected by using "Personal Information Form" and two other scales, namely "Organizational Commitment Scale" and "The Scale for Teachers' Reasons to Resist to Change and Reform at Schools". The data in these scales that are carried out in the study is checked in SPSS 22 program for reliability analysis and the extent to which the data is random is investigated. The descriptive statistics that include the mean and standard deviation data of the scale questions are interpreted by tabulating the frequency and percentage distributions of sociodemographic variables. Independent samples t-test and anova analysis are done to investigate the relationship between sociodemographic variables and organizational commitment scale and the reasons of resistance to change scales sub-dimensions. To determine the source of meaningful difference, post hoc multiple comparison tests are used. Chi square analysis and correlation analysis are performed to investigate the relationship between scale questions. As a result of the study, a meaningful diference is found between the resistance sub dimension stemmed from lack of information about the change process and the variables of education level and working time at school. There is also a meaningful differencebetweenthe variable of participation to in-service training levels, working time at school and the resistance reasons sub dimension stemmed from teachers' unwillingness to take new duties, roles and responsibilities. A meaningful difference is found between the variable of duty and educational backgroundand the reasons for resistance sub dimension stemmed from the inability of school principals to manage the change. There is a meaningful difference between the variable of participation to in-service training level and the resistance reasons sub dimension stemmed from teachers' fear of harm because of the change. A meaningful difference is found between the resistance reasons sub dimension stemmed from school's lack of capacity and the variables of marital status, educational status and internet access levels. A meaningful difference is confirmed between gender and attendance commitment point average; the variables of education level, reading frequency and emotional commitment of those who participated in the research. A positive meaningful relationship is also confirmed between emotional commitment with attendance commitment and normative commitment; and between attendance commitment with emotional commitment and normative commitment. Thus, it is identified that there is a relationship between the teachers' all organizational commitment sub dimensions in the positive direction. There is a positive meaningful relationship between emotional commitment and attendance commitment sub dimensions of organizational commitment with all resistance reasons sub dimensions which are stemmed from lack of information, teachers' unwillingness to take new duties, roles and responsibilities, teachers' fear of harm because of the change, school's lack of capacity, and the inability of schol principals to manage the change. A positive meaningful relationship is confirmed between the normative commitment sub dimension of organizational commitment and all resistance reasons sub dimensions except resistance reasons sub dimension stemmed from the inability of school principals to manage the change. Key Words: Change, Organizational Commitment, Resistance To Change.