Teacher's organizational commitment levels

The purpose of this research is to determine the organizational commitment levels of teachers working in basic education schools located in the Midyat province of Mardin. Research has tried to determine the level of organizational commitment of teachers. In this study, screening model is used. 144 primary schools which are all bound to the National Ministry of Education in the centre of Mardin city, Midyat towns and the villages of these towns that are within the boundaries of Mardin and 1623 teachers that are on duty in 2017-2018 academic year constitute the universe of the study. "Organisational Commitment Scale" which is enhanced by Balay (2000) are performed with the participants that constitute the scale. The results are analysed by using SPSS programme. According to the results of the study, the average of teachers' views on organisational commitment is at "A lot" level. No significant difference is stated between the views of male and female teachers concerning their organisational commitment level. While a significant difference is stated for the benefit of females at "adaptation" subdimension of organisational commitment scale, no significant difference is determined regarding teachers' views on "identification" and "internalisation" subdimensions in terms of gender. While no difference is identified on "adaptation" and "internalization" subdimensions according to their level education variable related to teachers' views on organisational commitment, at "identification" subdimension and for the whole organisational "commitment" scale a significant difference is stated. It is confirmed that the difference is for the benefit of the graduates of the High Teacher Colleges (ÖYO). For the whole OCS (Organisational Commitment Scale) and all its subdimensions no significant difference is determined regarding the variable related to the number of teachers at school. Teachers' views on "adaptattion", "identification" and "internalisation" subdimensions of OCS and for the whole context puts forward a significant difference in terms of vocational relationship level with the school principal. Also, teachers' views on "adaptation", "identification" and "internalisation" subdimensions of OCS and for the whole context a significant difference is determined in terms of friendship level with the school principal.