The relationship between the level of schools' academic optimism and teachers' organisational commitment

The purpose of this study is to investigate the relationship between academic optimism of schools and organizational commitment of teachers. The secondary purpose is to investigate whether there are any differences in perceptions of teachers about organizational commitments and academic optimism of their schools in terms of gender, branch, school type, seniority, number of teachers in school and number of students in school. For these purposes a questionnaire was applied to 671 teachers from 32 public primary and high schools in the city center of Malatya.At the analysis stage of the research, firtsly descriptive statistical computations were made for independent variables located in first section of survey. At the analysis of datas, where variances are homogenous, T-Test was used to determine whether the responses of participants were varied in terms of gender, branch and school type and One Way-ANOVA was used to analyze the datas in terms of seniority. To determine the differences among groups LSD Test was used. For the cases where the variences are not homogenous Kruskal Wallis-H Test is used to analyze the data in terms of number of teachers and number of students. To determine the differences among groups Mann Whitney-U Test was used. Correlation analysis was made to determine the level of relationship among the school academic optimism and teachers? organizational commitment.Following are some of the key results of this study intends to determine the relationship between academic optimism of schools and organizational commitment of teachers:? Male teachers? perceptions about academic optimism of their schools are higher than female teachers and male teachers feel themselves more dependent to their organizations.? At subdimenions of academic optimism, primary school teachers? self-efficacy beliefs are more than branch teachers?.? At subdimensions of academic optimism, primary school teachers? self-efficacy beliefs are more than high school teachers? but against this high school teachers trust their students and parents more than primary school teachers.? At subdimensions of academic optimism, teachers served school more than 21 years have more trust to their students and parents, organizational commitment of these teachers is, however, higher than the others.? Academic optimism of schools having 26-50 teachers is higher than the others both total and subdimensions of scale and organizational commitment of schools having 1-25 teachers is higher than the others.? Schools with fewer students are at higher level in terms of academic optimism and organizational commitment than schools have got a large number of students.? There is a moderate relationship between academic optimism and organizational commitment.Key Words: Academic Optimism, School Academic Optimism, Organizational Commitment, Self-efficacy, Trust, Academic Emphasis