Research Article
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Teachers' organizational commitment to internal and external stakeholders of the school

Year 2022, Volume: 9 Issue: 4, 190 - 212, 01.07.2022

Ayça Kaya

https://doi.org/10.17275/per.22.86.9.4

Abstract

The relationships between teachers' commitment to internal and external stakeholders of school and their relation to gender, age, length of service in school and in teaching profession, and level of education were examined in this study. The research used a relational screening model. The sample group determined by the simple random method consists of 806 teachers working in schools in Ataşehir and Beşiktaş districts of Istanbul, Turkey. The scales used are as follows: Commitment to Internal Stakeholder of School Scale (CISSS), adapted by using “Teachers' Organizational Commitment Scale” developed by Celep (2000) to determine teachers' views on the commitment to internal stakeholder of school; Commitment to External Stakeholder of School Scale (CESSS), adapted by using “Commitment Focuses of Teachers” developed by Celep & Bülbül (2003) to determine teachers' opinions on the commitment to external stakeholder of school. During the adaptation period, confirmatory factor analysis was performed while Maximum Likelihood Estimation of Mplus statistical program was used in the analysis. Since the data did not provide normality to analyze the Spearman correlation coefficient was employed, the Mann-Whitney U and the Kruskal-Wallis H tests were referred to with a view to comparing the differences in participants' opinions on commitment focuses based on demographic variables. The Friedman test was applied to examine whether organizational commitment differed depending on the focus they prioritized. Among dimensions in two scales, there is a negative, statistically significant, and low relationship between commitment to school and commitment to politics, commitment to profession and commitment to politics and religion; there is a low and positive relationship between commitment to profession and to family. There is a negative relationship between commitment to internal and external stakeholders of school. Significant differences were found among commitment focuses of teachers based on gender, age, length of service in school and teaching, and education level.

Keywords

commitment to internal stakeholders of the school commitment to external stakeholders of the school organizational commitment teacher

References

  • Altunay, E. (2017). Examination of the relationship between primary school teachers' organizational trust and commitment levels. Journal of National Education, 46(213), 37-66.
  • Akbal, B. (2010). A field study to determine the effects of performance evaluation criteria applied in banks on employees' job satisfaction: Comparison of private and public banks in Ankara province (Master's Thesis). Institute of Social Sciences.
  • Alutto, J. A., Hrebiniak, L. G., & Alonso, R. C. (1973). On operationalizing the concept of commitment. Social Forces, 51(4), 448-454.
  • Anaza, N. A., & Rutherford, B. (2012). How organizational and employee-customer identification, and customer orientation affect job engagement. Journal of Service Management, 23(5), 616-639.
  • Artun, B. (2008). The effect of Anatolian high school teachers' organizational commitment levels on their attitudes towards organizational change (Unpublished Master's Thesis). Yeditepe University Institute of Social Sciences, Istanbul.
  • Angle, H. L., & Perry, J. L. (1981). An empirical assessment of organizational commitment and organizational effectiveness. Administrative Science Quarterly, 26(1), 1-14.
  • Aydın, İ. (2018). Teacher career cycles and teacher professional development Öğretmenlik kariyer evreleri ve öğretmenlerin mesleki gelişimi. Journal of Human Sciences, 15(4), 2047-2065.
  • Babaoğlan, E. & Ertürk, E. (2013). The relationship between teachers' perception of organizational justice and their organizational commitment. Hacettepe University Faculty of Education Journal, 28(2), 87-101.
  • Blau, G. J. (1985). The measurement and prediction of career commitment. Journal of Occupational Psychology, 58(4), 277-288.
  • Browne, M. W. & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A.
  • Bülbül, T. (2001). Out-of-School Commitment Foci of Teachers (Unpublished Master's Thesis). Trakya University Institute of Social Sciences, Edirne.
  • Celep, C. (1998). Organizational commitment of teachers in educational organizations. Journal of Education and Science, 22(108), 56-62.
  • Celep, C. (2000). Teachers' organizational commitment in educational organizations. National Forum of Teacher Education Journal, 10(3), pp. 1999-2000.
  • Celep, C., & Bülbül, T. (2003). Teachers' focus on commitment outside of school. Education and Science, 28(127).
  • Celep, C. (2014). Organizational commitment in educational organizations. Ankara: Nobel Publishing.
  • Chughtai, A. A., & Buckley, F. (2009). Linking trust in the principal to school outcomes: The mediating role of organizational identification and work engagement. International Journal of Educational Management, 23(7), 574-589.
  • Crosswell, L., & Elliott, R. (2004). Committed Teachers, Passionate Teachers: the dimension of passion associated with teacher commitment and engagement. In AARE Conference 2004 (pp. 1-12). AARE.
  • Crosswell, L. (2006). Understanding teacher commitment in times of change (Doctoral Dissertation). Queensland University of Technology Faculty of Education.
  • Çoban, D. & Demirtaş, H. (2011). The relationship between the academic optimism level of schools and the organizational commitment of teachers. Educational Management in Theory and Practice, 17(3), 317-348.
  • Dannetta, V. (2002). What factors influence a teacher’s commitment to student learning?. Leadership and Policy in Schools, 1(2), 144-171.
  • Deci, E. L., & Ryan, R. M. (1995). Human autonomy: The basis for true self-esteem. In M. Kernis (Ed.), Efficacy, agency, and self-esteem (pp. 3149). New York: Plenum.
  • Doğan, Ü. (2015). The relationship between the organizational commitment levels of private school teachers and the servant leadership behaviors of their principals (Master's Thesis). Ondokuz Mayıs University, Institute of Educational Sciences, Samsun.
  • Ekinci, Ö. (2012). The relationship between secondary school teachers' mobbing behaviors and their organizational commitment (Doctoral dissertation). Necmettin Erbakan University, Konya.
  • Gökaslan, M. O. (2018). The relationship between organizational commitment, job embeddedness, job dedication and turnover intention in teachers: A field study. Turkish Journal of Social Sciences Studies, 3(2), 25-46.
  • Gözükara, İ., & Simsek, Ö. F. (2016). Role of leadership in employees' work engagement: Organizational identification and job autonomy. International Journal of Business and Management, 11(1), 72-84
  • Güner, H. (2006). Teachers' commitment problem: A case study of Istanbul province (Master's thesis). Marmara University Institute of Educational Sciences, Istanbul.
  • Hackman, J. R., Hackman, R. J., & Oldham, G. R. (1980). Work redesign (Vol. 2779). Reading, Mass.: Addison-Wesley.
  • Hrebiniak, L. G., & Alutto, J. A. (1972). Personal and role-related factors in the development of organizational commitment. Administrative Science Quarterly,17(4), 555-573.
  • Hu, L., & Bentler, P. (1995). Evaluating model fit. In R. H. Hoyle (Ed.), Structural equation modelling. Concepts, issues, and applications (pp. 76−99). London: Sage.
  • İnce, A. R. (2016). The mediating role of managerial support in the effect of perceived organizational support on work engagement. Electronic Journal of Social Sciences, 15(57).
  • Kalaz, M. (2016). Examining the relationship between school administrators' ethical leadership characteristics and teachers' organizational commitment according to teachers' opinions (Doctoral dissertation). Yıldız Technical University Institute of Social Sciences, Istanbul.
  • Kandemir, M. (2019). The relationship between teachers' technological pedagogical content knowledge, their dedication to the profession and their level of technology use (Unpublished Master's Thesis). Van Yüzüncü Yıl University, Van, Turkey.
  • Karakuş, M. (2005). Organizational commitment levels of teachers working in secondary education institutions (Case Study of Elazig province) (Master's thesis). İnönü University Institute of Social Sciences, Malatya.
  • Kavaklı, B. Ş. (2021). Examining the relationship between organizational commitment and job satisfaction levels of secondary school Turkish teachers and administrators (Master's Thesis). Istanbul Sabahattin Zaim University Graduate Education Institute, Istanbul.
  • Keleş, H. N. (2007). A study on the effect of job satisfaction on organizational commitment in pharmaceutical manufacturing and distribution companies. Selcuk University Faculty of Economics and Administrative Sciences Journal of Social and Economic Research, 7(13), 243-263.
  • Koch, J. L., & Steers, R. M. (1978). Job attachment, satisfaction, and turnover among public sector employees. Journal of Vocational Behavior, 12(1), 119-128.
  • Krejcie, R. V. & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610.
  • Leithwood, K. A. & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48(3), 387-423.
  • London, M. (1983). Toward a theory of career motivation. Academy of Management Review, 8(4), 620-630.
  • MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130.
  • Meriç, E., Çiftçi, D. Ö., & Yurtal, F. (2019). A study on the relationship between perceived organizational support and work engagement. Kastamonu Journal of Education, 27(1), 65-74.
  • Mertens, D. M. (2010). Research and Evaluation in Education and Psychology. Los Angeles: Sage Publications.
  • Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61-89.
  • Morris, J. H., & Sherman, J. D. (1981). Generalizability of an organizational commitment model. Academy of Management Journal, 24(3), 512-526.
  • Mowday, R. T., Steers, R. M. & Porter, L. W. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14(2), 224-247.
  • Oltulu, M. (2021). Investigation of the leadership behaviors of secondary school administrators perceived by teachers and organizational commitment levels of teachers (Master's Thesis). Istanbul Sabahattin Zaim University Graduate Education Institute, Istanbul.
  • Örer, H. (2020). Investigation of teachers' pre-service education efficacy perceptions, professional commitment perceptions and professional resilience beliefs (Master's Thesis). Aydın Adnan Menderes University Social Sciences Institute)
  • Özdemir, T. & Orhan, M. (2020). The relationship between primary and secondary school teachers' perceptions of professional image and organizational commitment behaviors. Journal of Contemporary Management Sciences, 7(2): 132-147.
  • Pennings, J.M. & Goodman, P.S. 1979. Towards a Workable Framework. In P.S. Goodman & J.M. Pennings (Eds.). New Perspectives on Organizational Effectiveness: 146-184. San Francisco: Jossey-Bass.
  • Reichers, A. E. (1985). A review and reconceptualization of organizational commitment. Academy of Management Review, 10(3), 465-476.
  • Schneider, B., Hall, D. T., & Nygren, H. T. (1971). Self-image and job characteristics as correlates of changing organizational identification. Human Relations, 24(5), 397-416.
  • Sheldon, M. E. (1971). Investments and involvements as mechanisms producing commitment to the organization. Administrative Science Quarterly, 16(2), 143-150.
  • Steers, R. M. (1977). Antecedents and outcomes of organizational commitment. Administrative Science Quarterly, 22(1), 46-56.
  • Şahinbaş, F. (2018). The relationship between positive organizational behavior, coworker friendship and work dedication: A research on health workers (Master's thesis). Hacettepe University Institute of Social Sciences, Ankara.
  • Tabachnick, B. G., & Fidell, L. S. (2001). SAS for windows workbook for Tabachnick and Fidell using multivariate statistics. Allyn and Bacon.
  • Ulusoy, T. (2014). The relationships between distributed leadership behaviors in schools and teachers' job satisfaction and organizational commitment (Master's thesis). Gaziosmanpaşa University Institute of Educational Sciences, Tokat.
  • Uzun, O. (2011). The relationship between leadership styles, organizational trust and organizational commitment (Master's Thesis). Uşak University Institute of Social Sciences, Uşak.
  • Welsh, H. P., & LaVan, H. (1981). Inter-relationships between organizational commitment and job characteristics, job satisfaction, professional behavior, and organizational climate. Human Relations, 34(12), 1079-1089.
  • Wiener, Y. (1982). Commitment in organizations: A normative view. Academy of Management Review, 7(3), 418-428.
  • Varoğlu, D. Y. (1993). Doctoral dissertation of public sector employees' attitudes, commitment and values towards their jobs and organizations. Ankara University Institute of Social Sciences, Ankara.
  • Yazıcı, E. (2021). Examining the teachers' level of dedication to the profession (Master's Thesis). Ataturk University Institute of Educational Sciences, Erzurum.
  • Yıldırım, İ. & Tösten, R. (2020). Examination of teachers' positive psychological capital perceptions and professional dedication. Journal of Dicle University Ziya Gökalp Faculty of Education, (36), 10-17.
  • Zöğ, H. (2007). The relationship between organizational commitment and job satisfaction of primary school teachers working in Kağıthane district of Istanbul (Master's thesis). Yıldız Technical University Institute of Social Sciences, Istanbul.

Year 2022, Volume: 9 Issue: 4, 190 - 212, 01.07.2022

Ayça Kaya

https://doi.org/10.17275/per.22.86.9.4

Abstract

References

  • Altunay, E. (2017). Examination of the relationship between primary school teachers' organizational trust and commitment levels. Journal of National Education, 46(213), 37-66.
  • Akbal, B. (2010). A field study to determine the effects of performance evaluation criteria applied in banks on employees' job satisfaction: Comparison of private and public banks in Ankara province (Master's Thesis). Institute of Social Sciences.
  • Alutto, J. A., Hrebiniak, L. G., & Alonso, R. C. (1973). On operationalizing the concept of commitment. Social Forces, 51(4), 448-454.
  • Anaza, N. A., & Rutherford, B. (2012). How organizational and employee-customer identification, and customer orientation affect job engagement. Journal of Service Management, 23(5), 616-639.
  • Artun, B. (2008). The effect of Anatolian high school teachers' organizational commitment levels on their attitudes towards organizational change (Unpublished Master's Thesis). Yeditepe University Institute of Social Sciences, Istanbul.
  • Angle, H. L., & Perry, J. L. (1981). An empirical assessment of organizational commitment and organizational effectiveness. Administrative Science Quarterly, 26(1), 1-14.
  • Aydın, İ. (2018). Teacher career cycles and teacher professional development Öğretmenlik kariyer evreleri ve öğretmenlerin mesleki gelişimi. Journal of Human Sciences, 15(4), 2047-2065.
  • Babaoğlan, E. & Ertürk, E. (2013). The relationship between teachers' perception of organizational justice and their organizational commitment. Hacettepe University Faculty of Education Journal, 28(2), 87-101.
  • Blau, G. J. (1985). The measurement and prediction of career commitment. Journal of Occupational Psychology, 58(4), 277-288.
  • Browne, M. W. & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A.
  • Bülbül, T. (2001). Out-of-School Commitment Foci of Teachers (Unpublished Master's Thesis). Trakya University Institute of Social Sciences, Edirne.
  • Celep, C. (1998). Organizational commitment of teachers in educational organizations. Journal of Education and Science, 22(108), 56-62.
  • Celep, C. (2000). Teachers' organizational commitment in educational organizations. National Forum of Teacher Education Journal, 10(3), pp. 1999-2000.
  • Celep, C., & Bülbül, T. (2003). Teachers' focus on commitment outside of school. Education and Science, 28(127).
  • Celep, C. (2014). Organizational commitment in educational organizations. Ankara: Nobel Publishing.
  • Chughtai, A. A., & Buckley, F. (2009). Linking trust in the principal to school outcomes: The mediating role of organizational identification and work engagement. International Journal of Educational Management, 23(7), 574-589.
  • Crosswell, L., & Elliott, R. (2004). Committed Teachers, Passionate Teachers: the dimension of passion associated with teacher commitment and engagement. In AARE Conference 2004 (pp. 1-12). AARE.
  • Crosswell, L. (2006). Understanding teacher commitment in times of change (Doctoral Dissertation). Queensland University of Technology Faculty of Education.
  • Çoban, D. & Demirtaş, H. (2011). The relationship between the academic optimism level of schools and the organizational commitment of teachers. Educational Management in Theory and Practice, 17(3), 317-348.
  • Dannetta, V. (2002). What factors influence a teacher’s commitment to student learning?. Leadership and Policy in Schools, 1(2), 144-171.
  • Deci, E. L., & Ryan, R. M. (1995). Human autonomy: The basis for true self-esteem. In M. Kernis (Ed.), Efficacy, agency, and self-esteem (pp. 3149). New York: Plenum.
  • Doğan, Ü. (2015). The relationship between the organizational commitment levels of private school teachers and the servant leadership behaviors of their principals (Master's Thesis). Ondokuz Mayıs University, Institute of Educational Sciences, Samsun.
  • Ekinci, Ö. (2012). The relationship between secondary school teachers' mobbing behaviors and their organizational commitment (Doctoral dissertation). Necmettin Erbakan University, Konya.
  • Gökaslan, M. O. (2018). The relationship between organizational commitment, job embeddedness, job dedication and turnover intention in teachers: A field study. Turkish Journal of Social Sciences Studies, 3(2), 25-46.
  • Gözükara, İ., & Simsek, Ö. F. (2016). Role of leadership in employees' work engagement: Organizational identification and job autonomy. International Journal of Business and Management, 11(1), 72-84
  • Güner, H. (2006). Teachers' commitment problem: A case study of Istanbul province (Master's thesis). Marmara University Institute of Educational Sciences, Istanbul.
  • Hackman, J. R., Hackman, R. J., & Oldham, G. R. (1980). Work redesign (Vol. 2779). Reading, Mass.: Addison-Wesley.
  • Hrebiniak, L. G., & Alutto, J. A. (1972). Personal and role-related factors in the development of organizational commitment. Administrative Science Quarterly,17(4), 555-573.
  • Hu, L., & Bentler, P. (1995). Evaluating model fit. In R. H. Hoyle (Ed.), Structural equation modelling. Concepts, issues, and applications (pp. 76−99). London: Sage.
  • İnce, A. R. (2016). The mediating role of managerial support in the effect of perceived organizational support on work engagement. Electronic Journal of Social Sciences, 15(57).
  • Kalaz, M. (2016). Examining the relationship between school administrators' ethical leadership characteristics and teachers' organizational commitment according to teachers' opinions (Doctoral dissertation). Yıldız Technical University Institute of Social Sciences, Istanbul.
  • Kandemir, M. (2019). The relationship between teachers' technological pedagogical content knowledge, their dedication to the profession and their level of technology use (Unpublished Master's Thesis). Van Yüzüncü Yıl University, Van, Turkey.
  • Karakuş, M. (2005). Organizational commitment levels of teachers working in secondary education institutions (Case Study of Elazig province) (Master's thesis). İnönü University Institute of Social Sciences, Malatya.
  • Kavaklı, B. Ş. (2021). Examining the relationship between organizational commitment and job satisfaction levels of secondary school Turkish teachers and administrators (Master's Thesis). Istanbul Sabahattin Zaim University Graduate Education Institute, Istanbul.
  • Keleş, H. N. (2007). A study on the effect of job satisfaction on organizational commitment in pharmaceutical manufacturing and distribution companies. Selcuk University Faculty of Economics and Administrative Sciences Journal of Social and Economic Research, 7(13), 243-263.
  • Koch, J. L., & Steers, R. M. (1978). Job attachment, satisfaction, and turnover among public sector employees. Journal of Vocational Behavior, 12(1), 119-128.
  • Krejcie, R. V. & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610.
  • Leithwood, K. A. & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48(3), 387-423.
  • London, M. (1983). Toward a theory of career motivation. Academy of Management Review, 8(4), 620-630.
  • MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130.
  • Meriç, E., Çiftçi, D. Ö., & Yurtal, F. (2019). A study on the relationship between perceived organizational support and work engagement. Kastamonu Journal of Education, 27(1), 65-74.
  • Mertens, D. M. (2010). Research and Evaluation in Education and Psychology. Los Angeles: Sage Publications.
  • Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61-89.
  • Morris, J. H., & Sherman, J. D. (1981). Generalizability of an organizational commitment model. Academy of Management Journal, 24(3), 512-526.
  • Mowday, R. T., Steers, R. M. & Porter, L. W. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14(2), 224-247.
  • Oltulu, M. (2021). Investigation of the leadership behaviors of secondary school administrators perceived by teachers and organizational commitment levels of teachers (Master's Thesis). Istanbul Sabahattin Zaim University Graduate Education Institute, Istanbul.
  • Örer, H. (2020). Investigation of teachers' pre-service education efficacy perceptions, professional commitment perceptions and professional resilience beliefs (Master's Thesis). Aydın Adnan Menderes University Social Sciences Institute)
  • Özdemir, T. & Orhan, M. (2020). The relationship between primary and secondary school teachers' perceptions of professional image and organizational commitment behaviors. Journal of Contemporary Management Sciences, 7(2): 132-147.
  • Pennings, J.M. & Goodman, P.S. 1979. Towards a Workable Framework. In P.S. Goodman & J.M. Pennings (Eds.). New Perspectives on Organizational Effectiveness: 146-184. San Francisco: Jossey-Bass.
  • Reichers, A. E. (1985). A review and reconceptualization of organizational commitment. Academy of Management Review, 10(3), 465-476.
  • Schneider, B., Hall, D. T., & Nygren, H. T. (1971). Self-image and job characteristics as correlates of changing organizational identification. Human Relations, 24(5), 397-416.
  • Sheldon, M. E. (1971). Investments and involvements as mechanisms producing commitment to the organization. Administrative Science Quarterly, 16(2), 143-150.
  • Steers, R. M. (1977). Antecedents and outcomes of organizational commitment. Administrative Science Quarterly, 22(1), 46-56.
  • Şahinbaş, F. (2018). The relationship between positive organizational behavior, coworker friendship and work dedication: A research on health workers (Master's thesis). Hacettepe University Institute of Social Sciences, Ankara.
  • Tabachnick, B. G., & Fidell, L. S. (2001). SAS for windows workbook for Tabachnick and Fidell using multivariate statistics. Allyn and Bacon.
  • Ulusoy, T. (2014). The relationships between distributed leadership behaviors in schools and teachers' job satisfaction and organizational commitment (Master's thesis). Gaziosmanpaşa University Institute of Educational Sciences, Tokat.
  • Uzun, O. (2011). The relationship between leadership styles, organizational trust and organizational commitment (Master's Thesis). Uşak University Institute of Social Sciences, Uşak.
  • Welsh, H. P., & LaVan, H. (1981). Inter-relationships between organizational commitment and job characteristics, job satisfaction, professional behavior, and organizational climate. Human Relations, 34(12), 1079-1089.
  • Wiener, Y. (1982). Commitment in organizations: A normative view. Academy of Management Review, 7(3), 418-428.
  • Varoğlu, D. Y. (1993). Doctoral dissertation of public sector employees' attitudes, commitment and values towards their jobs and organizations. Ankara University Institute of Social Sciences, Ankara.
  • Yazıcı, E. (2021). Examining the teachers' level of dedication to the profession (Master's Thesis). Ataturk University Institute of Educational Sciences, Erzurum.
  • Yıldırım, İ. & Tösten, R. (2020). Examination of teachers' positive psychological capital perceptions and professional dedication. Journal of Dicle University Ziya Gökalp Faculty of Education, (36), 10-17.
  • Zöğ, H. (2007). The relationship between organizational commitment and job satisfaction of primary school teachers working in Kağıthane district of Istanbul (Master's thesis). Yıldız Technical University Institute of Social Sciences, Istanbul.
There are 63 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Ayça Kaya 0000-0001-7510-7708

Publication Date July 1, 2022
Acceptance Date February 11, 2022
Published in Issue Year 2022 Volume: 9 Issue: 4

Cite

APA Kaya, A. (2022). Teachers’ organizational commitment to internal and external stakeholders of the school. Participatory Educational Research, 9(4), 190-212. https://doi.org/10.17275/per.22.86.9.4
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