The relationship between teachers' perception of professional identity and their organizational commitment

The aim of the study was to determine the relationships between teacher identity and organizational commitment. Exploratory sequential mixed design was implemented in the study. Maximum variation sampling which is one of the methods of purposeful sampling was used in qualitative phase of the study. In quantiative phase, proportionate stratified random sampling technique was used. The population includes the teachers working at Tepebaşı district of Eskişehir province in 2017-2018 academic year. Qualitative data were collected through semi-structured individual interviews. In the qualitative part of the study, qualitative content analysis technique was used. Qualitative content analysis was used as a data analysis technique in qualitative part. The findings of the qualitive part of the study revealed that themes related to teacher identity consisted of professional identity and personal identity. Themes related to fators that influence teacher identity consisted of systemic influences, contextual influences and transactional influences. In the quantitative part of the study, the data were gathered via Tecaher Identity Scale, Influencing Factors of Teacher Identitiy Scale and Organizational Commitment Scale. The data were analyzed through AMOS 21 and SPSS 22 software and independence samples t-test, ANOVA, correlation and regression analysis were used in order to analyze the quantiative data. The findings of the study revealed that there were positive and statistically significant relationships between teacher identity perception of tecahers, teachers opinion related to the factors that influence teacher identity and organizational commitment. Keywords: Teacher, Teacher identity, Influencing facors of teacher identity, Organizational commitment, Mixed method, Exploratory sequential mixed method design.