An Evaluation Of The Effects Of Teacher Employment Under Different Statuses On The Levels Of Teachers' Organizational Commitment: A Case In Amasya
An Evaluation Of The Effects Of Teacher Employment Under Different Statuses On The Levels Of Teachers' Organizational Commitment: A Case In Amasya
Yazar: Menteşe, Sabit; Üstün, Ahmet; Doğruöz, Seçil Savgun
Dergi: The International Journal of Research in Teacher Education, Vol. 4 No. 1, 2014

In this study, it is intended to compare contracted and permanent primary school teacher’s levels of organizational commitment with regard to the commitment to school, to teaching works, to occupations and to colleagues. This study was conducted on a total of 757 primary school teachers, 610 of which were permanent teachers and 147 were contracted teachers who work in Amasya province and its districts in the academic year 20092010. Celep’s (2000) ‘Teachers' Multidimensional Organizational Commitment Scale’ was used for the collection of data on the study. The scale is developed to measure teachers’ organizational commitment at educational organizations and it consists of 28 items which were divided into four dimensions including commitment to school (9 items), commitment to teaching occupation (7 items),, commitment to teaching work (6 items), commitment to work group (6 items). The construct validity of this scale was assessed by factorial analysis. For construct validity of scale, it is observed that items load highly on four factors as a result of the rotation procedures with factor analysis. To determine the reliability of the scale, first of all it is computed discrimination coefficients of 28 items as a onedimensional. The coefficient of internal consistency was determined for both one dimension and each factor. In the organizational commitment scale of educational organizations, a total of 28 items have reliability coefficients of .88. Cronbach's alpha coefficient is computed .80 in the dimension (or factor) of commitment to school, .75 in Commitment to Teaching Occupation, .78 in Commitment to Teaching Work and .81 in Commitment to Work Group. ANOVA, t-test was used for data analysis and the Levene test is to assess the equality of variances. The results with P

In this study, it is intended to compare contracted and permanent primary school teacher’s levels of organizational commitment with regard to the commitment to school, to teaching works, to occupations and to colleagues. This study was conducted on a total of 757 primary school teachers, 610 of which were permanent teachers and 147 were contracted teachers who work in Amasya province and its districts in the academic year 20092010. Celep’s (2000) ‘Teachers' Multidimensional Organizational Commitment Scale’ was used for the collection of data on the study. The scale is developed to measure teachers’ organizational commitment at educational organizations and it consists of 28 items which were divided into four dimensions including commitment to school (9 items), commitment to teaching occupation (7 items),, commitment to teaching work (6 items), commitment to work group (6 items). The construct validity of this scale was assessed by factorial analysis. For construct validity of scale, it is observed that items load highly on four factors as a result of the rotation procedures with factor analysis. To determine the reliability of the scale, first of all it is computed discrimination coefficients of 28 items as a onedimensional. The coefficient of internal consistency was determined for both one dimension and each factor. In the organizational commitment scale of educational organizations, a total of 28 items have reliability coefficients of .88. Cronbach's alpha coefficient is computed .80 in the dimension (or factor) of commitment to school, .75 in Commitment to Teaching Occupation, .78 in Commitment to Teaching Work and .81 in Commitment to Work Group. ANOVA, t-test was used for data analysis and the Levene test is to assess the equality of variances. The results with P