The relationship between teachers' level of organizational dissent mobbing and organizational commitment and research (examining) according to some variables

The purpose of this study is to determine the relationship between teachers organizational opposition, mobbing experience and their organizational commitment and to examine them according to some variables. The research is in the relational survey model and purposeful sampling method, one of the non-random sampling methods. The research was conducted on 463 teachers working in public schools; primary and secondary schools in Çankaya, Keçiören and Pursaklar districts selected by random technique in Ankara. Three different data collection tools wereused in thestudy. The "Organizational dissent Scale" developed by Özdemir (2010), the "Negative Behavior Scale" developed by Einarsen and Raknes (1997) and adaptedin to Turkish by Cemaloğlu (2007), and the "Negative Behavior Scale" developed by Meyer and Allen (1984) and Boylu, Pelit and Göçer (2007) The "Organizational Commitment Scale" adapted to Turkish wasused. Structural equation model (Pathanalysis), Kruskal Wallis and Mann-Whitney U test were calculated in the analysis of the research data. As a result of the research; teachers mostly performed "opendissent" behaviors, which is the sub-dimension of the organizational dissent scale. one in five teachers was exposed to mobbing; they experience more "emotional commitment" behaviors, which is a sub-dimension of the organizational commitment scale, more; As teachers exhibit organizational dissentment behaviors, their level of mobbing increases, accordingly, there is a decrease in organizational commitment levels; female teachers exhibit more organizational dissentthanmale teachers in whistleblowing, opendissent, and general organizational dissent, married teachers Show organizational dissentbehavi ourswhen compared to single teachers, teachersworking in secondary schools show more organizational dissent behaviours than teachers working in primary schools; female teachers experience mobbing more than male teachers; nonetheles, age, work experience (occupational tennure), marital status, fields/branches of teachers are found to be non effective in being exposed to mobbing, teachers working in secondary schools feel more organizational commitment than teachers working in primary schools; it is found that teachers' gender, age, marital status and fields do not affect their organizational commitment levels.