In school relations, the relationship between teachers' prejudices and organizational commitment

In this study, it is aimed to determine the opinions of teachers working in official primary, secondary and high schools in central districts of Diyarbakır province on organizational commitment and prejudice. In the study, it was also tested whether teachers' prejudices predicted organizational commitment in school relationships. In the research, relational survey model was used. The population of the study consists of 11313 teachers working in official primary schools, secondary schools and high schools in Bağlar, Kayapınar, Sur and Yenişehir districts in the metropolitan city of Diyarbakır in the 2017-2018 academic year. In this research, disproportionate cluster sampling technique was used. The sample of the study consists of 850 teachers. Necessary permissions were obtained from Diyarbakır Governorship for the implementation of the study. Two data collection tools were used in the study. These are Organizational Commitment Scale and Prejudice Scale in School Relationships. The Prejudice Scale in School Relationships was developed by Erdoğan (2012). There are 29 items in the scale. Organizational Commitment Scale was developed by Ustuner (2009). The scale is a one-dimensional Likert type scale consisting of 17 items. Arithmetic mean and standard deviation values were calculated in order to determine prejudices and organizational commitment levels of teachers in school relationships. Independent groups t-test was used to determine whether there was a significant difference between the views indicated in terms of gender variable. In addition, one-way analysis of variance (ANOVA) was used to determine whether there was a difference between the averages of the groups in terms of the type of school, branch, school location, seniority (duration of service), and duration of service (duration of service) in the school. Tukey HSD test was used to compare multiple scores and the significance level of the tests was taken as .05. Pearson Moment Correlation Coefficient was calculated to find and interpret the relationship between the two variables. Some of the findings of the research are: Teachers' perceptions of organizational commitment are in part agree. Teachers' disagreements about the prejudice scale in the relationships in the school. Teachers' perceptions of the prejudice scale in school relationships are at the level of disagreement for parents, while they partially agree for themselves and students. Perceptions of organizational commitment of female teachers are higher than male teachers. Primary school (classroom) teachers' perceptions of organizational commitment are higher than teachers working in secondary, high school and vocational high schools. It is concluded that there is a meaningful relationship between organizational commitment and school type. Organizational commitment perception of teachers working in secondary schools is higher than those working in high schools. Primary school teachers' perception of organizational commitment is higher than both branch and vocational courses teachers. teachers 'perceptions of organizational commitment are lower than those working in villages / towns. As teachers' perceptions of organizational commitment increase, perceptions of prejudice in school relationships decrease. As teachers' perceptions of prejudice increase in school relationships, prejudice perceptions towards administrators, themselves, students and parents increase. Key Words: Organizational Commitment, Prejudice, Organization