Secondary teachers with resistance to change the relationship between organizational commitment level examination (Pendik İstanbul city district sample)

This research has been carried out to look into the relation between the resistance of secondary education teachers towards change and their loyalty towards their organisation. The population of this research are the secondary education teachers in Pendik, İstanbul, in the Academic year 2012-2013. The sample consists of 282 teachers working in 25 schools selected as sampling of this research population. The data related to the research have been collected with two scales (The Scale of Reasons of Resistance to the Change, The Scale of Organisational Loyalty) together with personal information form. The data gained from the scales have been collected and analysed with the SPSS software. Frequency and percentage variance related to the first section of the scale has been taken; mathematical average and standard deviation has been used for the definition of student attitude and perception; "t" test has been used for the comparison of couples in order to determine the differences between the attitudes and when more than two comparisons exist "one direction variant analyse" has been used to compare the group. In order to see if there are significantly differences between the opinions it has been tested at α = 0.05 significance level. The findings of this research are as follows: 1. Resistance to the change of secondary education teachers has not been significantly different when the variables, such as gender, age, marital status, position, seniority, education level, type of the school s/he works at, working period in that school, internet access level, frequency to read, taken into consideration. 2. Loyalty of secondary education teachers towards their organisations has not been significantly different when the variables, such as gender, age, marital status, position, seniority, education level, type of the school s/he works at, working period in that school, internet access level, frequency to read, taken into consideration. 3. In the teachers' organisational loyalty scale scores, the difference between the mathematical average of the groups in accordance with the marital status variant has not been found significant at the sub-dimensions except for the Normative Loyalty. At the Normative Loyalty sub-dimension, it has been found out that single teachers are more loyal than the married ones. 4. Among the groups formed in accordance with the working periods in the teachers' organisational loyalty scale, the difference between the mathematical average of the groups at the Normative Loyalty sub-dimension has been found significant; on the other hand it has not been found significant in the other groups. In the normative loyalty, the group with 1-5 working periods has been seen to be more loyal when compared with the others. 5. Among the groups formed in accordance with the reading habits in the teachers' organisational loyalty scale, the difference between the mathematical average of the groups at the emotional loyalty sub-dimension has been found significant. The difference here is between the less reading group and other groups and less reading group has been seen to be emotionally more loyal when compared with the others. 6. As a result of Pearson correlation analyse carried out to determine the relation between the organisational loyalty scale and reasons of resistance to the change scale, no relation among the scores in any sub-dimension has been found significantly. Key words: Change, Loyalty, Resistance to Change