Investigation of the relationshi̇p between teachers levels of work integration and organizational commitment

One of the most important elements of the development of nations is education. Having a good education system has a key role for a country that wants to have a say in the world and its geography. A sustainable education system may be possible by reviewing the elements within the education system, identifying problems and developing processes to solve these problems. Teachers are the most important elements in the education system. Any investment aimed at the teacher will make positive contributions in every stage of education. It is important for a sustainable education system that teachers who lead the society and the students are integrated with their work and connected to working organizations. For this reason, the relationship between teachers' job integration levels and organizational commitment is an issue that needs to be examined. This study, examining the relationship between teachers' levels of work integration and organizational commitment, was conducted on 565 teachers working as classroom teachers and branch teachers in schools affiliated to the Ministry of National Education. This research is a relational survey model. Utrecht Work Engagement Scale and Organizational Commitment Scale were used as data collection tools. SPSS v.22 package program was used in the analysis of the data. In the parametric study, the arithmetic mean, percentage, standard deviation, independent groups t test, one-way analysis of variance, Pearson product-moment correlation coefficient and multiple linear regression analysis were performed. As a result of the research, it was seen that the participants had high levels of work integration and levels of organizational commitment were intermediate. On the other hand, while there is a weakly meaningful relationship between job integration and organizational commitment, it is determined that job integration is a significant predictor of organizational commitment.