The relationship between work-life balance and organizational commitment according to the opinions of primary school teachers

The purpose of this study it was to determine the relationship between work life balance and organizational commitment according to the opinions of teachers, working in official primary and secondary schools affiliated to the Ministry of National Education. In the study, exploratory model of correlational survey method was used. The population of the research consists of primary education teachers working in Antalya's Muratpaşa, Kepez, Konyaaltı, Aksu and Döşemealtı districts in the 2019/2020 academic year. Probability-based sampling methods were used to determine the sample. As a data collection tool, two separate measurement tools were used. 5-Likert type grading was used in measurement tools. In the analysis of quantitative data, parametric and non-parametric tests were used. As a result, teachers' work-life balance is low in the negative effect of life on work "Yiose"; It has been determined that the negative effect of the job on life "Iyose" is moderate in the dimension, the positive effect of the work on life "Iyole" is moderate and the positive effect of life on work "Yiole" is high. It was understood that teachers' organizational commitment was at a moderate level in emotional commitment, continuance commitment and normative commitment. According to the gender female teachers' work-life balance level is higher than male teachers, in the negative effect of the job on life "Iyose"; according to the educational level variable, the work-life balance level of the undergraduate teachers in the positive effect of life on work "Yiole" is higher than the graduate teachers; according to the age variable, teachers between 42-49 have higher work-life balance levels in the positive effect of life on work "Yiole" than teachers between 34-41; according to the seniority variable, teachers between 11-15 have higher work-life balance levels in the negative effect of life on work "Yiose" than teachers between 16-20 years; According to the variable of working hours in their institutions, the work-life balance levels of the teachers working in the same institution for 21 years or more are higher than the teachers working for 6-10 years in the positive effect of the work on life "İyole". According to the age variable, the attendance commitment of teachers is at the highest level among the teachers between 42-49 and the lowest between 18-25; According to the seniority variable, teachers with 21 years or more are higher than teachers with 6-10 in the normative commitment dimension; It was determined that the attendance commitment and normative commitment of teachers who worked in the same institution for 16-20 years was higher than the teachers working 1-5 years. It was determined that there is a significant relationship between all sub-dimensions except the relationship between the negative effect of the job on life "Iyose" and the negative effect of life on work "Yiose" and the dimensions of attendance and normative commitment.