The relationship between music teachers' job satisfaction and organizational commitment

The advancement of societies can be facilitated by elevating individuals' levels of education. The attainment of quality education necessitates the presence of contented, highly motivated teachers. This study aims to ascertain the relationship between job satisfaction and organizational commitment among music teachers, as well as to identify the interaction between various variables. Employing the relational survey model, the study was conducted. The population of the research consisted of music teachers working at different levels in public and private schools under the jurisdiction of the Ministry of National Education in the Central Anatolia Region. The sample comprised individuals (n=357) who completed the forms and responded to the scales distributed among the target population. The research data were collected through a personal information form, the Job Satisfaction Scale (Şeşen ve Basım, 2010), and the Organizational Commitment Scale (Şeşen, 2010). Independent samples t-tests and one-way analysis of variance (ANOVA) were employed to determine potential variations in job satisfaction and organizational commitment levels based on demographic variables. Additionally, correlation and regression analyses were utilized to examine the relationships between the variables. The findings revealed that job satisfaction levels among music teachers did not significantly differ based on gender, marital status, professional experience, and educational background. However, significant distinctions were observed concerning age, parental status, and the institution of employment. Moreover, a significant positive correlation between job satisfaction levels and organizational commitment among music teachers was established. Based on the outcomes, educational administrators are advised to undertake activities aimed at enhancing the organizational commitment of music teachers.