The relationship between organizational commitment and job satisfaction of classroom teachers (The example of Yozgat)

The purpose of this study is to determine the relationship between classroom teachers' organizational commitment and job satisfaction. In the research, descriptive scanning method has been used. Tha data have been collected by scales. 269 classroom teachers in Sorgun, the district of Yozgat costitute the universe of the study. In the scales, a sample has not been selected. The scales has been sent to all the teachers in the study group; however, 221 valid feedbacks have been received. The questionnaire prepared in order to determine the opinion of the study group consists of three chapters. The first chapter includes 'Personal Information', the second chapter includes 'Organizational Commitment Scale' and the last chapter includes 'Job Satisfaction Scale'. In the study, the following results have been achieved: Commitment perceptions of class teachers working in primary schools in relation to their schools are 'moderate'. Analyzing organizational commitment levels of class teachers according to sub-dimensions, their perceptions of 'Normative Commitment' and 'Continuance Commitment' have been found to be at 'Moderate' levels while their 'Emotional Commitment' perceptions have been found to be at 'High' levels. When whether classroom teachers' organizational commitment levels differ according to age, gender, seniority, working years in school, education level and dwelling unit where they worked,are examined; while gender, age, working years in school and education situation factors don't create a meaningful difference in class teachers' organizational commitment levels, the factors of professional seniority and dwelling unit create meaningful differences. When whether the class teachers' organisational devotion' low dimentions and age,gender,seniority,working years at school,education situation and dwelling unit are examined if they show difference; while no meaningful difference is found between continuity devotion and any other factor, meaningful difference is found between 'Normative Commitment' and just dwelling unit. While no meaningful difference is found between emotional devotion and gender factors, meaningful differences are found between age,seniority,working years at school,education situaiton and dwelling unit . Considering the job satisfactions of classroom teachers, the average level of teachers' job satisfaction is 'High'. Examining whether classroom teachers' job satisfaction levels differ according to age, sex, seniority, working years in school, education level and dwelling unit where they worked; while gender,professional seniority,working years at school and education situation factors don't create meaningful difference in class teachers's ideas about perception of satisfaction of job, age and dwelling unit factors create meaningful differences. There is a moderate and positive relationship between classroom teachers' perceptions of organizational commitment and job satisfaction. Keywords: Classroom teacher, Organizational commitment, Job satisfaction.