Investigation of the relationship between job satisfaction and organizational commitment of secondary school teachers (Bolu-Merkez sample)

The research is a relational survey model. In the second semester of the 2018-2019 academic year, 641 teachers working in 23 public secondary schools in the Merkez district of Bolu constitute the universe of the research. "Minnesota Job Satisfaction Scale" and "Organizational Commitment Scale' were used as data collection tools. Minnesota Job Satisfaction Scale was developed by Weiss, Davis, England and Lofguist (1967) and adapted into Turkish by Baycan (1985). The internal consistency Cronbach's Alpha (α) value of the Minnesota Job Satisfaction Scale is α= .89, in the internal satisfaction sub-dimension; α= .84 and α= .80 in the external satisfaction sub-dimension. Organizational Commitment Scale's, developed by Balay (2000), internal consistency Cronbach Alpha (α) value total is α = .91; harmony subscale α= .79; identification subscale α= .88 and internalization subscale is α= .91. The scales were applied face to face by the researcher. Of the 291 returned scales, 14 missing scales were eliminated and 277 scales were included in the assessment. SPSS 23.0 program was used for data analysis. Descriptive statistics; percentage, frequency, arithmetic mean, standard deviation were used. According to the research variables, the data showed non-parametric distribution. Mann-Whitney U Test was used for variables consisting of two groups and Kruskal Wallis Test was used for variables consisting of more than two groups. Analysis of the data was based on the significance level of .05. Spearman Correlation Analysis was conducted to determine the relationship between job satisfaction and organizational commitment. Correlation for the relationship was based on .01 significance level. The general average of "job satisfaction", and "internal" and "external" satisfaction subscales of secondary school teachers were found to be high. While the opinions of "job satisfaction" and ve "external satisfaction" sub-dimensions differ according to gender, there is no difference between their views in "Internal Satisfaction" sub-dimension. According to the variables of education, seniority and size of the teachers' opinions, there is no difference between their views in terms of "job satisfaction" and sub-dimensions. The arithmetic mean of the teachers' organizational commitment and "adaptation", "identification" and "internalization" sub-dimensions are also high. While the opinions of "job satisfaction" and ve "external satisfaction" sub-dimensions differ according to gender, there is no difference between their views in "internal satisfaction" sub-dimension. According to the variables of education, seniority and size of the teachers' opinions, there is no difference between their views in terms of "job satisfaction" and sub-dimensions. The total arithmetic average of the teachers' organizational commitment and the arithmetic mean of "adaptation", "identification" and "internalization" sub-dimensions are also high. Teachers' opinions differ, according to gender variable in the "internalization" sub-dimension; according to seniority variable, "organizational commitment" and "identification" sub-dimension; and according to the variable of school size "organizational commitment", "adaptation" and "identification" sub-dimensions. There is no difference between the opinions of teachers according to the educational status variable. There is a moderate, positive and significant relationship between job satisfaction and organizational commitment of secondary school teachers in all sub-dimensions. In order to increase the external satisfaction level of teachers, improvements can be made in their income. It can be ensured that female teachers take more part in the management position. Keywords: Job Satisfaction, Organizational Commitment, Secondary School, Teacher