The examination of teachers' organizational commitment level

The aim of this study is to determine the organizational commitment levels of teachers working in public primary and secondary schools and to develop suggestions that will make their organizational commitment levels effective. The study was designed as mixed method and the teachers' approaches to organizational commitment were investigated with both qualitative and quantitative methods. In the quantitative application, the sample was determined from the research population of Ankara city center Çankaya and Yenimahalle districts by using the stratified sampling method; in qualitative practice ıt was determined by purposeful criteria sampling method. In the first phase of the research, which is a quantitative application, 475 teachers; in the qualitative practice, it was carried out with the participation of 33 teachers from the same sample Personal information form and "Organizational Commitment Scale" in quantitative method and semi-structured interview forms for qualitative inquiry were applied as data collection tools The validity and reliability of the scale used in the study were determined statistically; expert opinion was obtained for the interview form. In the analysis of the data obtained, "percentage", "frequency", "t test for independent samples", "one-way analysis of variance (Anova)", "categorization" and "coding" for interview were used. The data revealed that the teachers show commitment in the internalization dimension the most, and the compliance dimension at least among the organizational commitment sub-dimensions. When defining organizational commitment, the teachers use definitions mostly within the scope of internalization and least within the scope of compliance. According to the findings of the study, among the factors that increase organizational commitment, teachers emphasize the "administrative justice" code, which is in the category of structural and managerial factors, and at least the "taking responsibility" code in the category of individual factors, similarly, it is understood that among the factors that decrease commitment, they mostly emphasize the "administrative justice" code, which is one of the structural and managerial factors, and at least the "family relationship" code, which is among the social and environmental factors. The findings also show that in order to increase the level of organizational commitment, the participants frequently make evaluations towards the codes such as "the importance given to the individual, administrative justice, psychosocial environment, support, the attitude of the senior management, mutual respect, participation in the decision, effective relationship, effective communication, economic improvement, physical environment, professional development, colleague relationship, parents. relationship, location of the school, student achievement, cooperation, positive climate, norms and regulations".