Examining of the relationship between organizational hypocrisy perception and organizational identification behavior of teachers

This study aims to explore the relationship between the perceptions of organizational hypocrisy and the organizational identification behaviors of teachers working in public primary and secondary schools in the central district of Menteşe, Muğla. The research, which utilizes a relational survey model, encompasses teachers working in 30 public primary and secondary schools in Muğla Menteşe during the 2022-2023 academic year. The study sample includes 403 teachers, comprising 258 women and 145 men, randomly selected from primary and secondary school teachers. Data collection tools used in the study include a Personal Information Form, the Organizational Hypocrisy Scale, and the Organizational Identification Scale.The results of the study indicate that teachers' perceptions of organizational hypocrisy are low. Although the levels of perceived organizational hypocrisy do not significantly differ based on gender and educational attainment, significant differences were observed based on branch, type of school, and seniority. The findings also reveal that the organizational identification perceptions of participating teachers are high. No significant difference was found between teachers' organizational identification behaviors and educational attainment, but differences were noted according to gender, branch, type of school, and seniority. The study results demonstrate a high-level significant negative correlation between teachers' perceptions of organizational hypocrisy and their organizational identification behaviors. Additionally, it was concluded that teachers' perceptions of organizational hypocrisy are significant predictors of their organizational identification behaviors.