The relations between the levels of quality of work life, organizational identification and job embeddedness according to teachers' perceptions

The aim of this research is to examine the relationships between teachers' quality of work life, organizational identification, and job embeddedness. A quantitative method was chosen for the research, and a descriptive, causal comparative, and relational model was employed. The population of the research consists of teachers at all levels working in public schools in the city center of Sivas. Stratified sampling method was used to determine the research sample group, reaching 387 individuals instead of the entire population. The data for the research were obtained using the "Quality of Work Life Scale," "Organizational Identification Scale," and "Job Embeddedness Scale." Normality tests were conducted in the data analysis, and since it was determined that the data set exhibited a normal distribution, parametric tests were used. The independent samples t-test was applied to determine differences between groups, and one-way ANOVA test was used to identify differences between more than two subgroups. When a significant value was reached in the difference tests, the Bonferroni test was performed. In the study, Pearson correlation coefficient was calculated to determine the level of relationship between variables. Path analysis was conducted using structural equation modeling to determine the mediating role of organizational identification in the relationship between teachers' quality of work life and job embeddedness. As a result of the analyses, it was found that teachers' perceptions of quality of work life, organizational identification, and job embeddedness were above the medium level. In the research findings, it was determined that teachers' perceptions of quality of work life and job embeddedness did not create a statistically significant difference according to gender, seniority, and school level variables. However, it was observed that teachers' organizational identification perceptions differed significantly in favor of men according to the gender variable, and in favor of more senior teachers according to the professional seniority variable. According to the school level variable, it was observed that there was a significant difference in favor of the teachers working at the secondary school and high school levels in favor of the teachers working at the high school level.. In the study, it was determined that there was a positive relationship between teachers' quality of work life, organizational identification, and job embeddedness, and it was concluded that organizational identification played a mediating role on teachers' quality of work life and job embeddedness. Based on the research results, it is recommended that improvements be made towards the factors that support teachers' perceptions of quality of work life, organizational identification, and job embeddedness.