Examination of organizational commitment levels of middle school teachers in terms of various variables - Van province example

The main objective of this study is to examine the organizational commitment levels of middle school teachers in terms of various demographic variables and to determine how these commitment levels differ according to variables such as gender, age, professional seniority, and educational status. The study was conducted with 200 teachers selected through stratified sampling from a population of 5,637 middle school teachers working in the central district of Van during the 2024–2025 academic year. In this study, which was designed based on a quantitative research model, the "Organizational Commitment Scale" developed by Meyer and Allen (1997) and adapted into Turkish by Dilek (2005) was used as the data collection tool. The scale consists of three subscales designed to measure teachers' levels of affective commitment, normative commitment, and continuance commitment. Data were collected through the scale and evaluated through statistical analyses. At the end of the study, it was understood that teachers generally showed moderate commitment to their organizations, and that there were significant increases in normative commitment levels, particularly in relation to professional seniority. Similarly, it was found that emotional and continuance commitment dimensions also differed significantly according to teachers' fields of study, and that practices aimed at increasing teachers' organizational commitment levels needed to be developed. In terms of emotional and normative commitment, it was concluded that internal social support, leadership style, and professional development opportunities needed to be increased, while in terms of continuance commitment, job security and organizational commitment culture needed to be strengthened.