Examination of the relationship between secondary school teachers' perceptions of organizational happiness and organizational commitment

The aim of this study is to examine the relationship between secondary school teachers' organizational happiness and organizational commitment perceptions. This research was conducted with the predictive correlational model, which is one of the quantitative research methods. The universe of the research consists of teachers working in secondary schools in Nizip district of Gaziantep in the 2019-2020 academic year. No sampling was used in the research and the forms filled by 521 teachers formed the data of the research. In line with the purpose of the research; "Personal Information Form" was used to describe the personal characteristics of teachers, "School Happiness Scale" was used to determine school happiness perceptions and "Organizational Commitment Scale" was used to determine organizational commitment perceptions. SPSS 22 program was used in the analysis of the data obtained. In the analysis of the data, t-test, ANOVA test, Pearson correlation analysis and regression analysis were performed. According to the research findings, it was determined that teachers' perceptions of school happiness and its sub-dimensions were partially high. While teachers' perception of school happiness differs significantly according to gender, employment type, school type and tenure at school; did not show a significant difference according to professional seniority, age and branch variables. However, a positive, significant and moderate relationship was found between teachers' perceptions of school happiness and their perceptions of organizational commitment. While teachers' perceptions of organizational commitment differed significantly in terms of gender, employment type, professional seniority, school type, age and tenure at school; did not show a significant difference only in terms of branch variable. However, a positive, significant and moderate relationship was found between teachers' perceptions of school happiness and their perceptions of organizational commitment. According to the opinions of the teachers, the perception of school happiness is a positive and significant predictor of the perception of organizational commitment. %40 of the total variance in organizational commitment is explained by school happiness. Among the dimensions of school happiness, the learning environment is the most important predictor of organizational commitment. Teachers working in schools need to be happy in their schools in order to increase school commitment. Formal and informal communication, interaction and cooperation between teachers should be increased in order to increase the happiness levels of teachers working in schools.