The relationship between the organizational happiness and organizational commitment of private school teachers

Within the scope of the study, it was tried to determine the relationship between the organizational happiness and organizational commitment of private school teachers. The explanatory sequential mixed design, one of the mixed method design, was used in the study. The simple random sampling method, one of the random sampling methods, was used in the determination of the sample of the quantitative dimension of the research, and the sample consisted of 299 teachers. The quantitative data were collected using the Organizational Happiness Index (OHI) and the Organizational Commitment Scale. In the data analysis, standard deviation, frequency, percentage, arithmetic mean, multiple linear regression analysis, the Pearson's correlation coefficient, t-test for independent t-test and one-way ANOVA for independent samples, and in case of the failure to meet assumptions of parametric tests, the Mann-Whitney and the Kruskal-Wallis tests were used. The maximum variation sampling method, one of the purposive sampling methods, was used to determine the qualitative study group of the research. In this context, a total of eight volunteer teachers from different tasks and branches were included in the study group. Both content analysis and descriptive analysis were used to analyze qualitative data. When the private school teachers' opinions related to organizational happiness were evaluated in terms of quantitative findings; it was seen that teachers' scores of realizing their potential with positive emotions were high, while it was relatively low in terms of negative emotions. In this context, it can be said that teachers are happy in their schools. Their organizational commitment levels were found to be partially higher than the medium level. No significant difference was found in the organizational happiness sub-dimensions of private school teachers by gender, branch, school type, educational status and working time. In organizational commitment sub-dimensions, on the other hand, while no significant difference was found by gender and educational status, a significant difference was found by the variables of branch, school type and working time. It was found that positive emotions and realization of potential, which are sub-dimensions of organizational happiness, have a positive significant relationship with all sub-dimensions of organizational commitment (emotional commitment, continuance commitment, and normative commitment). Negative emotions, another sub-dimension of organizational happiness, were found to have a negative significant relationship with all sub-dimensions of organizational commitment (emotional commitment, continuance commitment, and normative commitment), unlike the others. In this context, it can be said that teachers' commitment to their schools will increase when they feel positive and happy with their schools. When the results of the regression analysis regarding organizational happiness and organizational commitment were examined; it was seen that all sub-dimensions of organizational happiness (positive emotions, negative emotions, realization of potential) together significantly predict emotional commitment, continuance commitment and normative commitment which are sub-dimensions of organizational commitment. In this case, in order for increasing the organizational commitment of private school teachers; to make them happier in their schools, and to prepare environments where they can realize their potential are also very important in removing their negative emotions. When the thoughts of private school teachers about organizational happiness and organizational commitment were evaluated in the context of qualitative findings; it was observed that teachers have positive feelings towards the schools they work in. It was found that the primary factor affecting teachers' happiness at school is the studies included in the educational activities. Besides, it was observed that motivating the teachers is important for increasing their happiness in the school. In order to ensure teachers' organizational commitment, teachers' emotional commitment to the institution they work for should be increased. In addition, other factors that increase teachers' commitment to the schools they work in were stated as the factors such as preparing working environments that will make teachers happy in their schools, timely payment of their salaries, and having positive relationships with colleagues.