The relationship between the teachers' organizational commitment and social loafing behaviour: Ağrı province example

The purpose of this study is to examine the relationship between teachers' organizational commitment and social loafing behaviour. The research was conducted as a quantitative research and was designed with descriptive and relational model in mind. The population of this research consists of 847 teachers in total who are working in public secondary schools affiliated to the Ministry of National Education in the center of Ağrı province in the 2024-2025 academic year. The sample of the study consists of 265 teachers who were reached by convenient sampling method from schools divided into two strata by stratified sampling method. Within the scope of the research, questionnaires were applied to the secondary school teachers in line with the necessary permissions and a total of 265 teachers were reached. The data collection tools used for the research were ''Personal Information Form'', ''Organizational Commitment Scale'' and ''Social Loafing Behaviour Scale''. The data of the study were analyzed using SPSS (21) program. Necessary analyses were conducted to the test the validity and the reliability of the findings. According to the findings, there is a weak negative significant relationship between teachers' organizational commitment and social loafing behaviour variables (r=.21). According to the organizational commitment scale, teachers were found to be at the level of ''Neither Agree or Disagree'' and according to the social loafing behaviour scale, they were found to be at the level of the 3 sub-dimensions in the organizational commitment scale. It was concluded that the the average of teachers' affective commitment(X=3.14) was higher than the average of continuance commitment (X=2.73) and normative commitment (X=2.77). Based on the results, it can be said that social loafing behavior will decrease as teachers' organizational commitment increases. In this respect, it can be said that this study will contribute to the related literature.