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

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.

Unutulma Hakki Ve Unutulma Hakkinin Mi̇rasçilar Tarafindan İleri̇ Sürülüp Sürülemeyeceği̇ni̇n Değerlendi̇ri̇lmesi̇

“…Diğer bir anlatımla kişi eğer unutulma hakkına konu yapılan bilgi yüzünden hayatında yeni başlangıçlar yapamıyor, bilgiler hayat içerisinde geleceğe ve geçmişe dair yapacaklarını engelliyor ise bu haktan söz edilmelidir. 92 Bir kişinin ölümü sonrasında kişinin ölümle ilişkili veya ilişkili olmayan birçok kişisel bilgisi ortaya çıkabilmektedir. Bu gibi durumlarda kişinin mirasçılarının menfaatleri göz önüne alınmalıdır.…”

Job Satisfaction, Organizational Culture and Work-Life Balance: Structural Equation Model of Organizational Commitment Among Public School Teachers

“…Denial of leave, limiting their ability to express themselves, avoiding, swearing, screaming, pointing fingers, favoritism, unfair job evaluation, excessive monitoring, threats to transfer or terminate their employment, public humiliation and criticism, unfair assignment, dishonesty, sexual harassment, and racism are just a few examples of how principals mistreat their staff members (Ayça, 2022). Rare occurrences of these incidents are reported, resulting in a decline in teachers' organizational commitment (Indarti, Fernandes, & Hakim, 2017).…”

Job Desertion and Job Satisfaction as Predictors of Organizational Commitment Among Peruvian Regular Basic Education Teachers

“…Higher education has a fundamental role in innovation, development, social welfare and economic growth (Martínez et al, 2022). However, the commitment of a teacher is closely related to the ability to innovate during the performance of work and integrate new ideas into their practices (Kaya, 2022). In educational organizations, teacher engagement can be seen as a concept that includes engagement with the profession, namely if teachers' engagement with their schools and professions is low, their success will decrease, which also will reduce the efficiency of the school (Msosa, 2020).…”