The relationship between work motivation of teachers and their organizational commitment: The sample of Bolu

This study was carried out in order to determine the relationship between the teachers' work motivation and their organizational commitment. Seven hundred and thirty-five teachers who work at secondary schools in the central district of Bolu during the second semester of 2012-2013 educational year make up this study. The study included all the teachers mentioned, thus no samples were taken. From the questionnaires that were distributed, 428 were filled in and handed back. The method of the study was scanning model. In the study, the two sub-dimensional 24-item Work Motivation Scale which was developed by Dündar (2007) and the three sub-dimentional 16-item Organizational Commitment Scale that was developed by Meyer and Allen (1997) and was translated into Turkish by Dilek (2005) were adopted. The data gathered at the end of the study were analyzed by the use of SPSS 16.0 For Windows program. In the phase of data analysis, firstly the study was analyzed via Kolmogorov-Smirnow Test in relation to the sub-problems, according to the results of Kolmogorov-Smirnow Test parametric and nonparametric tests were employed in this study. In determining the perception levels of teachers' work motivation and organizational commitent, means, percentages and frequencies of personal variables were examined, in order to determine the relationship between intrinsic-extrinsic motivation and organizational commitment levels, correlation analyses were carried out. According to Kolmogorov-Smirnow Test results, for gender variable Man-Whitney U Test was adopted, and in order to determine whether of age, level of education, the perceptions intrinsic-extrinsic motivation, work motivation and organizational commitment dimentions vary in relation to lenght of service Kruskal-Wallis Test was employed. Related to results of Kruskal-Wallis Test, to determine the differences between the groups Man-Whitney U Test, and to study the organisational commitment in respect to lenght of service One Way Anova was run. As a result of One Way Anova analysis, in order to find out between which groups there is a difference in organizational commitment LSD Test from Post Hoc Tests was implemented. With respect to study results, it was found out that the teachers' perception of intrinsic motivation is high, their perception of extrinsic motivation and work motivation are moderate, their perceptions towards organizational commitment are moderate, their perception of affective commitment which is a sub dimension of organizational commitment is high and perception of attendance and normative commitment, also sub-dimensions of organizational commitment, are moderate. While the teachers' intrinsic motivation showed meaningful difference in terms of gender, extrinsic motivation and work motivation didn't form a meaningful difference. While teachers' perceptions of work motivation, organizational commitment, affective and normative commitment and their sub dimensions were found to show a significant difference in terms of age varience, no meaningful difference was discovered between attendace commitment, which is a sub dimension of organizational commitment, and gender variance. It was found out that as teachers get older their perceptions of organizational commitment and its dimensions, work motivation and dimensions also rise except for attendance commitment. Lenght of service variance revealed meaningful difference both in work motivation and its sub dimensions and organizational commitment and its sub dimensions except for attendance commitment. As the lenght of service increases so does their work motivation and their organizational commitment. In terms of level of education variance, meaningful difference was not found in any of the perceptions. As a result of the study, while a positive and low level correlation was found between the intrinsic motivation of teachers' work motivation and affective and normative commitment of organizational commitment, no meaningful correlation was found with attendance commitment. While a positive and low level meaningful difference was found out between extrinsic motivation which is a sub dimension of work motivation and attendance commitment, a positive and moderate level meaningful correlation was found between extrinsic motivation of work motivation and organizational commitment and its sub dimensions affective and normative commitment. Key Words: Teacher, Work Motivation, Intrinsic-Extrinsic Motivation, Organizational Commitmment