The relationship between organizational commitment and motivation among primary and elementary school teachers: Sample of province of Bolu

This study was conducted to determine the relationship between organizational commitment and motivation among primary and elementary school teachers. In this study, survey method was used as instrument. The scope of the study is composed of 1039 teachers working at primary and elementary schools in Bolu Province center in 2013-2014 academic year. Ramdom sample approach were not employed and the survey was conducted on all the teachers working in province center. 446 of distributed questionnaires were returned and 441 questionnaires were evaluated. As data collecting instruments "Organizational Commitment Questionnaire" developed by Allen and Meyer (1993) and translated into Turkish by Wasti (2000) and "Motivation Questionnaire" developed by Yıldırım (2006) were conducted to the teachers. To determine the levels of organizational commitment and motivation frequency, average, percentage and standard deviation were assessed. In the process of data analysis related to sub-problems Mann Whitney U, Kruskal Wallis H and Spearman's Rho Correlation Analysis were conducted. When teachers' opinions on organizational commitment were analysed, it was observed that the dimension of affective commitment had highest rating with 'partly agree' and the dimension of continuance commitment had lowest rating with 'neutral'. As teachers' opinions on motivation levels were analysed, it was observed that the rating of the questionnaire and all sub-dimensions was 'average' Demographic factors which could effect the levels of teacher's organizational commitment were analyzed. Data gathered with Mann Whitney-U Test indicates that teachers' organizational commitment levels do not differ significantly according to gender and marital status variables. However the dimension of continuance commitment differs meaningfully according to teachers' branches. Data gathered with Kruskal Wallis-H Test pointed out that levels of teacher's organizational commitment do not differ significantly according to seniority and education variables. Demographic factors which could effect the levels of teacher's motivation were analyzed. Data gathered with Mann Whitney-U Test indicates that teachers' motivation levels differ meaningfully according to gender variable on the other hand marital status and teachers' branches do not effect motivation levels significantly. Data gathered with Kruskal Wallis-H Test pointed out that levels of teacher's motivation differ meaningfully according to seniority variable however education variable does not effect motivation levels significantly. According to Spearman's Rho Correlation Analysis performed to determine the relationship between organizational commitment and motivation among teachers, there is a positively related, meaningful and average relation between organizational commitment and motivation.