AN INVESTIGATION OF THE RELATIONSHIP BETWEEN THE AFFECTIVE, NORMATIVE, AND CONTINUANCE COMMITMENT OF TEACHERS AND LEVELS OF EFFECTIVENESS

Ayşe Ottekin Demirbolat, Neslin Ihtiyaroğlu, Esra Karabağ Köse

Abstract


The aim of the present study was to determine the power of the affective, normative, and continuance commitment of teachers in prediction of teacher effectiveness. Having adopted the relational screening model, the study utilized data collected by the “Organisational Commitment Scale” and the “Teacher Performance Assessment Scaleas administered to a total of 311 teachers in 5 neighbourhoods within Ankara province. Relations between the variables were calculated by parametric tests of t-test, one-way analysis of variance (ANOVA), correlation, and multiple regression analysis. According to the t-test results, unlike the affective commitment, which indicated significant difference by sex, the teachers’ continuance and normative commitment, total commitment, and levels of effectiveness did not indicate significant difference by sex. The one-way analysis of variance (ANOVA) results suggested that the teachers’ organisational commitment levels did not indicate significant difference by seniority in continuance commitment and effectiveness domains while there were significant differences in affective commitment, normative commitment, and total commitment domains. Results of the correlation analysis suggested positive and significant relationships between the teachers’ affective, normative, and continuance commitment and teacher effectiveness. According to the multiple regression analysis, the teachers’ affective and normative commitment was a significant precursor of teacher effectiveness unlike the continuance commitment. The affective and normative commitment of teachers was the determinants of their level of effectiveness. Recommendations as regards improving the level of effectiveness presented in the end of the study.

 

Article visualizations:

Hit counter

DOI

Keywords


teacher, affective commitment, normative commitment, continuance commitment, teacher effectiveness

References


Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago Public High School. Journal of Labor Economics, 25(1), 95-135.

Allen, N. J., & Meyer, J. P. (1990). The Measurement and antecedents of affective, continuance, and normative commitment to the organization. Journal of Occupational Psychology, 63, 1–18.

Anderson, W. L. (2004). Increasing teacher effectiveness. UNESCO: International Institute for Educational Planning, 6(1), 53-75.

Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.

Aslan, M., & Ağıroğlu Bakır, A. (2014). Teachers’ opinions about organizational commitment in their schools. The Journal of Academic Social Science Studies, 25(1), 189-206.

Balay, R. (2000). Organizational commitment of administrators and teachers. Ankara: Nobel.

Balsal, A. C., & Paksoy, M. (1999). Mesleğe ve örgüte bağlılığın çok yönlü incelenmesinde Meyer-Allen modeli. İstanbul Üniversitesi İşletme Fakültesi Dergisi, 2(1), 7-15.

Blau, G. J., & Boal, K. B. (1987). Conceptualizing how job involvement and organizational commitment affect turnover and absenteeism. The Academy of Management Review, 12(2), 288- 300.

Bolger, R., & Somech, A. (2004). Influence of teacher empowerment on teachers' organizational commitment, professional commitment, and organizational citizenship behavior in schools. Teaching and Teacher Education, 20, 277-289.

Boylu, Y., Pelit, E. & Güçer, E. (2007). A study on the level organisational commitment of academicians. Finance Political & Economic Comments, 511, 55-74.

Brophy, J., & Good, T.L. (1986). Teacher behavior and student achievement. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed, pp. 328–375). New York: MacMillan.

Burrows, L., Munday, R., & Tunnell, J. (1996). Leadership substitutes: Their effects on teacher organizational commitment and job satisfaction. Journal of Instructional Psychology, 23, 3-8.

Celep, C. (2000). Organizational commitment in education and teachers. Ankara: Anı.

Chughtai, A. A., & Zafar, S. (2006). Antecedents and consequences of organizational commitment among Pakistani University teachers. Applied H. R. M. Research, 11(1), 39-64.

Çubukçu, K., ve Tarakçıoğlu, S. (2010). The Relation between Organizational Trust and Organizational Commitment: A Study on Teachers of Hotel Management and Tourism Vocational High Schools. İşletme Araştırmaları Dergisi, 2(4), 57-78.

Demirbolat, A. (2011). Class environment and group interaction. Leyla Küçükahmet (Ed.), Classroom management, (s. 81-107). Ankara: Pegem A.

Demirtaş, H. (2010). The organizational commitment and job satisfaction among teachers working at private courses. İnonu University Journal of the Faculty of Education, 11(2), 177–206.

Durna U. ve Eren V. (2005). Üç bağlılık unsuru ekseninde örgütsel bağlılık. Doğuş Üniversitesi Dergisi, 6, 210-219.

Gören T., ve Yengin Sarpkaya P. (2014). İlköğretim kurumlarında görev yapan öğretmenlerin örgütsel bağlılık düzeyleri (Aydın ili örneği). Eğitim Bilimleri Dergisi, 40, 69-87.

Grusky, O. (1966). Career mobility and organizational commitment. Administrative Science Quarterly, 10(4), 488-503.

Güçlü, N. ve Zaman, O. (2011). Alan dışından atanmış rehber öğretmenlerin iş doyumları ile örgütsel bağlılıkları arasındaki ilişki. Türk Eğitim Bilimleri Dergisi, 9(2), 541-576.

Gül, H. (2002). Örgütsel bağlılık yaklaşımlarının mukayesesi ve değerlendirmesi. Ege Akademik Bakış Dergisi, 2(1), 37-56.

Erdem, M. (2010). Öğretmen algılarına göre liselerde iş yaşamı kalitesi ve örgütsel bağlılıkla ilişkisi. Kuram ve Uygulamada Eğitim Yönetimi, 16(4), 511-536.

Etzioni, A. (1975). A comprehensive analysis of complex organizations. New York: Free.

Hall, D. T., Schneider, B., & Nygren, H. T. (1970). Personal factors in organizational identification. Administrative Science Quarterly, 15, 176-189.

İraz, R. & Akgün, Ö. (2011). Örgütsel bağlılığın çalışan performansı üzerine etkilerini ölçmeye yönelik bir araştırma, Selçuk Üniversitesi S. B. M. Y. O. Dergisi, 14(1-2), 201-224.

Kannapel, P. J., & Clements, S. K. (2005). Inside the black box of high performing high-poverty schools. Lexington, KY: The Prichard Committee for Academic Excellence.

Kanter, R. M. (1968). Commitment and social organization: A study of commitment mechanisms in Utopian Communities. American Sociological Association, 33(4), 499-517.

Karasar, N. (2006). Bilimsel araştırma yöntemi. Ankara: Nobel.

Karacaoğlu, K. ve Güney, Y. S. (2010). Öğretmenlerin örgütsel bağlılıklarının örgütsel vatandaşlık davranışları üzerindeki Etkisi: Nevşehir İli örneği. Öneri Dergisi, 9(34), 137-153.

Karataş, S. ve Güleş, H. (2010). İlköğretim okulu öğretmenlerinin iş tatmini ile örgütsel bağlılığı arasındaki ilişki. Uşak Üniversitesi Sosyal Bilimler Dergisi 3(2), 74-89.

Korkmaz, M. (2011). İlköğretim okullarında örgütsel iklim ve örgüt sağlığının örgütsel bağlılık üzerindeki etkisi. Kuram ve Uygulamada Eğitim Yönetimi, 17(1), 117-139.

Kurşunoğlu, A., Bakay, E. ve Tanrıöğen, A. (2010). İlköğretim okulu öğretmenlerinin örgütsel bağlılık düzeyleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 28, 101-115.

Küçüközkan, Y. (2015). Örgütsel bağlılık ile cinsiyet arasındaki ilişki: Hastanelerde çalışan sağlık personeli üzerinde bir araştırma. Uluslararası Akademik Yönetim Bilimleri Dergisi, 1(1), 14-37.

Meyer, J. P., & Allen N. J., (1991). A Three-component conceptualization of organizational commitment. Human Resource Management Review, 1(4), 64-89.

Meyer, J. P. &, Allen, N. J. (1993). Commitment to organizations and occupations: extension and test of a three-component conceptualization. Journal of Applied Psychology, 78(4), 538-551.

Meyer, J. P., & Herscovitch, L. (2001). Commitment in the workplace: Toward a general model. Human Resource Management Review, 11, 299–326

Meyer, J. P., Stanlay, D. J., Herscovitch, L., & Topolnytsky, L. (2002). Affective, continuance, and normative commitment to the organization: A meta-analysis of antecedents, correlates, and consequances. Journal of Vocational Behavior, 61, 20-52.

Nartgün, Ş. S. & Menep, İ. (2010). İlköğretim okullarında görev yapan öğretmenlerin örgütsel bağlılığa ilişkin algı düzeylerinin incelenmesi: Şırnak/İdil örneği. Uluslararası İnsan Bilimleri Dergisi, 7(1), 288-316.

O’Reilly, C. H., & Chatman, J. (1986). Organizational commitment and psychological attachment: The effects of compliance, identification and internalization on prosocial behavior. Journal of Applied Psychology, 71, 492-499.

Özdemir, H. ve Yaylı, A. (2014), Çalışanın Örgütsel Bağlılığını, Performansı ve İşte Ayrılma Niyeti Arasındaki İlişkinin Belirlenmesine Yönelik Bir Araştırma, Journal Of Recreatıon and Tourısm Research, 1(1), 48-58.

Öztutku, H. (2008). Örgüte duygusal, devamlılık ve normatif bağlılık ile iş performansı arasındaki ilişkinin incelenmesi. İstanbul Üniversitesi İşletme Fakültesi Dergisi, 37(2), 79-97.

Raza, S. A. (2010). Relationship between organizational climate and performance of teachers in public and private colleges of Punjab. Doctoral Dissertation, Arid Agriculture University Graduate School, Rawalpindi, Pakistan.

Recepoğlu, E., Kılınç, A. Ç., Şahin, F. ve Er, E. (2013). Öğretim elemanlarının kişilik özellikleri ile örgütsel bağlılık düzeyleri arasındaki ilişki. Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 8(6), 603-617.

Selvitopu, A. ve Şahin, H. (2013). Ortaöğretim öğretmenlerinin örgütsel adalet algıları ile örgütsel bağlılıkları arasındaki ilişki. Kırşehir Eğitim Fakültesi Dergisi, 14(2),171-189.

Şahin, A., ve Sevinç, İ. (2012). Kamu çalışanlarının örgütsel bağlılığı: karşılaştırmalı bir çalışma. Maliye Dergisi, 162, 266-281.

Sezgin, F. (2009a). Relationships between teacher organizational commitment, psychological hardiness and some demographic variables in Turkish primary schools. Journal of Educational Administration, 47(5), 630-651.

Sezgin, F. (2009b). Examining the relationship between teacher organizational commitment and school health in Turkish primary schools. Educational Research and Evaluation, 15(2), 185- 201.

Sezgin, F. (2010). Öğretmenlerin örgütsel bağlılığının bir yordayıcısı olarak okul kültürü. Eğitim ve Bilim, 35(156), 142-159.

Sheldon, M. E. (1971). Investments and involvements as mechanisms producing commitment to the organization. Administrative Science Quarterly, 16, 143-150.

Şener, O. (2013).Genel kamu liselerinde psikolojik yıldırma ve örgütsel bağlılık ilişkisi. Karatekin Edebiyat Fakültesi Dergisi 1(1), 47-64.

Penley, L. E., & Gould, S. (1988). Etzioni's model of organizational involvement: A perspective for understanding commitment to organizations. Journal of Organizational Behavior, 9, 43-59.

Preston, J. B., & Brown, W. A. (2004). Commitment and performance of nonprofit board members. Nonprofit Management and Leadership, 15(2), 221-238.

Purkey, S., & Smith, M. (1983). Effective schools: A review. The Elementary School Journal, 83, 427-462.

Riehl, C., & Sipple, J. W. (1996). Making the most of time and talent: Secondary school organizational climates, teaching task environments, and teacher commitment. American Educational Research Journal, 33(4), 873-901.

Topaloğlu, M., Koç, H. & Yavuz, E. (2008). Öğretmenlerin örgütsel bağlılığının bazı temel faktörler açısından analizi. Kamu-İş Dergisi, 9(4), 201-218.

Uygur, A. (2007). Örgütsel bağlılık ile işgören performansı ilişkisini incelemeye yönelik bir alan araştırması. Ticaret ve Turizm Eğitim Fakültesi Dergisi, 1, 71-85.

Yalçın, A., ve İplik, F.N. (2005). Beş yıldızlı otellerde çalışanların demografik özellikleri ile örgütsel bağlılıkları arasındaki ilişkiyi belirlemeye yönelik bir araştırma: Adana İli örneği. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(1), 95-114.

Yılmaz, (2009). İlköğretimde çalışan öğretmenlerin örgütsel bağlılıklarının, iş doyumu ve okuldaki örgütsel yaratıcılık açısından incelenmesi. İlköğretim Online, 8(2), 476-484.

Yüksel, Ö. (2000). İnsan kaynakları yönetimi. Ankara: Gazi

Wiener, Y. (1982). Commitment in organizations: A normative view. Academy of Management Review, 7, 418-428.

Zhu, C., Devos, G., & Li, Y. (2011). Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school. Asia Pacific Education Review, 12(2), 319-328.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.802

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Ayşe Ottekin Demirbolat, Neslin Ihtiyaroğlu, Esra Karabağ Köse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).