An investigation of the relationship between teachers' proactive behaviors, self-efficacy, and organizational commitment

The aim of this study is to examine the relationship between teachers' proactive behaviors, self-efficacy beliefs, and organizational commitment levels. The study was conducted using a correlational survey model, one of the quantitative research methods. The data were collected from teachers working in public and private schools in the province of Zonguldak. The data collection tools included the "Teacher Self-Efficacy Scale," "Proactive Behavior Scale," and "Organizational Commitment Scale." According to the findings, there are significant and positive correlations among teachers' levels of proactive behavior, self-efficacy beliefs, and organizational commitment. Furthermore, proactive behaviors and self-efficacy beliefs were found to be significant predictors of organizational commitment. These results suggest that teachers' increased initiative-taking, confidence in their capabilities, and commitment to their institutions contribute positively to the teaching and learning process. "In this context, teachers' individual awareness, motivation for professional development, and organizational commitment are considered key factors that directly influence the quality of the educational environment. The study indicates that enhancing teachers' professional competencies and fostering proactive attitudes within the school culture can contribute to increased organizational commitment and performance. The study provides valuable insights and recommendations for school administrators, educational policymakers, and professional development programs. It also contributes to the literature by revealing the interplay between organizational behaviors and individual traits of teachers.