Öğretmenlerin Örgütsel Bağlılık Düzeyinin İncelenmesi

ABSTRACT The aim of this study is to examine the perceptions of teachers' organizational commitment. Based on this, a literature search on organizational commitment was made, and then a data analysis process was carried out with the participation of administrators and teachers working in official kindergarten, primary school, secondary school, imam hatip secondary school, science and Anatolian high school, vocational education high schools, non-formal education centers in Üsküdar District of Istanbul. In the study, a general survey model was used to examine the organizational commitment levels of teachers. This research was carried out with the participation of 459 randomly selected teachers who are working in Üsküdar District of Istanbul Province in the 2021-2022 academic year. Based on the answers given by the participants of the research, the mean score of emotional commitment was 26. 83, the mean of continuance commitment was 25. 17, the mean of normative commitment was 23. 03, and the mean of organizational commitment was 75. 03. It was determined that organizational commitment and its sub-dimensions did not show significant differences in associating them with years of service, gender, years of service at the school where they are currently assigned, age, branch of service and marital status. As a result of associating organizational commitment and its sub-dimensions with the variable of administrative duty, it has been determined that the continuation addiction score of those who do not have an administrative duty is higher than those who are assistant principals. In addition, as a result of associating it with the type of school variable, it has been determined that the normative commitment, continuance commitment and organizational commitment scores of those who work in pre-school are higher than those who work in secondary school. Keywords: Organization, Organizational Commitment, Teacher, School.