The effect of the earthquake process on teachers' organizational commitment behaviors

This study aims to examine the organizational commitment levels of teachers working in Adıyaman province, who directly experienced the 2023 Kahramanmaraş earthquake, and the factors affecting this commitment using a qualitative approach. Designed with a phenomenological design, semi-structured interviews were conducted with 31 teachers selected through criterion sampling. Data were analyzed using descriptive and content analysis techniques, and themes were generated regarding the affective, normative, and continuance dimensions of teacher commitment. The findings indicate that the earthquake served as a powerful turning point that redefined teacher identity and particularly impacted the affective and normative commitment dimensions in a bidirectional manner. While reestablished connections with students, collegiality, timely and transparent support from the school administration, sound physical conditions, and psychosocial interventions were identified as factors that strengthened commitment, communication breakdowns, safety concerns, inadequate in-service training, and lack of administrative support were identified as key factors that weakened commitment. Furthermore, it was determined that teachers' career goals were either maintained or restructured due to changes in their value hierarchy following the crisis. In conclusion, for sustainable organizational commitment in post-disaster educational organizations, it is recommended that physical security be ensured, comprehensive psychosocial support lines be established, needs-based and continuous in-service development programs be implemented, and participatory governance practices be expanded. Keywords: organizational commitment; teachers; earthquake; school climate; psychosocial support.