Relationship between teacher views on levels of organizational support-organizational identification and climate of initiative

This study aimed to identify secondary education institution teachers' views on the levels of organizational support and organizational identification and the climate of initiative , to determine whether there were significant relationships in teachers' organizational support, organizational identification and the climate of initiative levels based on their demographic characteristics and to identify any significant differences between teachers' climate of initiative and their organizational support and organizational identification levels. Data for this study were collected from teachers (n=240) employed at the Anatolian High Schools in Bolu province in 2014-2015 academic year. Quantitative data for this study were collected via Organizational Support Scale (SAS) developed by Derinbay (2011), Organizational Identification Scale (OIS) adapted to Turkish by Loga (2003) and Climate of Initiative Scale translated into Turkish by Kurt, Duyar and Yakut (2015). Data were analyzed with SPSS 20 software. Frequencies, percentages, means, standard deviation, Kruskal Wallis, Mann Whitney U and Spearman Rank Correlation Test were used in data analysis. Some of the findings related to this study are as follows: Examining teachers' views on the levels of organizational identification, organizational support and climate of initiative showed that they were "undecided" about their views on organizational identification and climate of initiative levels; they "agreed" to the statements related to instructional support and justice support dimensions which are the sub dimensions of organizational support and they "partially agreed" to statements related to administrative support. Similarly, teachers were found to "agree" to statements related to the sub dimensions of organizational support and the total scale. It was investigated to determine whether teachers' views on the levels of organizational support, organizational identification and climate of initiative significantly differed based on demographical characteristics and it was found that gender, marital status, level of education, seniority, age and the preferred union did not generate significant differences on the levels of organizational support and climate of initiative levels and in all the sub dimensions of organizational support. While teacher views did not present any significant differences in terms of their organizational identification levels based on gender, marital status, seniority and the preferred union, age and level of education were found to create significant differences. It was examined to see whether there were significant relationships between teachers' level of climate of initiative and their organizational support and organizational identification levels and a low level, positive and significant relationship was observed between teachers' level of climate of initiative and their organizational support, organizational identification levels and total support, administrative support and justice support sub dimensions of organizational support. However, no relationships were found between teachers' climate of initiative and instructional support levels, a sub dimension of organizational support