The relationship between psychological contract and organizational commitment of the teachers in secondary schools

The purpose of this study is to find the relationship between psychological contract and organizational commitment of the teachers who works in the secondary school located in the Central Districts in Uşak. In the study, it involves measuring the effects of the sub-objectives like gender, seniority, education level, working time in the same school and the number of teachers in schools on psychological contract and organizational commitment. In this study, relational model was used to determine the relationship between psychological contract level and organizational commitment level of teachers who works in secondary schools. The population of the research was composed of the 34 secondary schools located in the Central District of Uşak, 730 teachers working in these schools during the 2014-2015 academic year. The data was analyzed by SPSS (Statistical Package for Social Sciences) 17.0 package program. Also, in the analyses of data, frequency, correlation analysis, standard deviation and Cronbach's Alpha, one-way analysis of variance (ANOVA) and multiple comparison tables (Crosstab), the least significant difference test (LSD) Post Hoc analysis were used. According to the research findings, considering the differences between the demographics like gender, seniority, education status, working time in the same school and the number of teachers in schools and organizational commitment's averages and psychological contract's averages, significant differences attract attention between these variables. Only it was observed that there were no significant differences between the levels of organizational commitment and psychological contract level and the educational status variable. Also, it was concluded that there was a positive and significant relationship between organizational commitment levels with psychological level of teacher.