The relation between organizational trust, organizational support and organizational commitment

Abstract

Organizations are bodies composed of people who gather in order to reach specific objectives. This situation prompts the organizations to produce people oriented policies and increase the interest in the subject of organizational commitment. However, there are not much academic studies in Turkey on organizational commitment. The general objective of this research was to assess the relationship between organizational trust, organizational support and organizational commitment of administrators/teachers. The participants of this research were administrators/teachers who are employed in the secondary education schools in the provincial centre of Bolu, Turkey. The sample was not taken in the research and it was worked on all universe. This research is in the form of a relational screening model and was both descriptive and explanatory in terms of aim. 601 usable surveys were gathered for this research using three scales. The explanation of the relation between the organizational trust, organizational support and organizational commitment levels of the teachers and administrators with a mathematical model has been realized via multiple linear regression analysis and in the analyses enter method has been used. When the variance analysis regarding the perceptions of the administrators and teachers about organizational trust, organizational support and organizational commitment is inspected, the organizational commitments of the administrators and teachers exhibit a meaningful difference according to the joint impact of organizational trust and organizational support. The multiple linear regression model calculated has been also supported by LISREL software. According to the findings obtained as a result of the studies carried out within this framework, it is concluded that organizational trust and organizational support are the most substantial factors that affect the organizational commitment. In accordance with the findings of this research, it can be stated that organizational trust and organizational commitment of the administrators/teachers will be stronger when they feel that their organizations are supportive and bound up in them.

A Metasynthesis Study Related to Exhaustion Concept of Teachers in Turkey

“…Izgar (2000) found a meaningful relationship between the branch of the teachers and emotional exhaustion. In the study, Eğriboyun (2013) found that there was no meaningful difference in perceptions of organizational commitment, emotional commitment, continuity and normative commitment in the study. (Tuğrul, B and Çelik, E. 2002;Gündüz, 2004).…”

“…It has been found that teachers who work in private schools experience less emotional exhaustion and desensitization than teachers who work in public schools and experience more personal success (Korkmaz, 2004). Eğriboyun (2013) according to school type; it was found that exhaustion levels of teachers working in state school Karacan (2012) are over the averages in all sub-dimensions, indicating that there is a meaningful relationship between perceptions of organizational commitment and normative commitment. It can be said that the motivations of the teachers working in the private school are at a high level because of the loss of work.…”

“…Different results were found for the effect of age variance on teachers' vocational exhaustion. The Job exhaustion of teachers showed a meaningful difference in the dimension of emotional exhaustion and personal achievement according to the age variance but showed a meaningful difference in the dimension of desensitization (Izgar, 2000, Kırılmaz, Çoban, 2016, Çelen and Sarp, 2003, Aydın, 2002, Akman, Taşkın, Özden and Çörtü 2010, Eğriboyun, 2013, Çokluk, 1999. And found that the teachers' age relationship was inversely related.…”

“…Korkmaz (2004) stated that female teachers are more desensitized than male teachers. It is predicted that there is no statistical effect on the exhaustion level of the incarnation variance (Izgar, 2000, Kırılmaz, Çoban, 2016, Çelen and Sarp, 2003, Aydın, 2002, Akman, Taşkın , Özden and Çörtü 2010, Eğriboyun, 2013, Çokluk, 1999. It can be said that teachers do not share the same conditions, do the same work, live positive and negative similarities do not have gender differences.…”

Okullarda Algılanan Örgütsel Destek, Örgütsel Güven, Duygusal Bağlılık ve Örgütsel Vatandaşlık Davranışı Arasındaki İlişkiler

“…Yıl-maz (2008), ilkokul öğretmenleri üzerine yaptığı araştırmada, öğretmen-lerin örgütsel güven algıları arttıkça duygusal örgütsel bağlılıklarının orta düzeyde arttığını ortaya koymaktadır. Eğriboyun (2015), ortaokul öğret-menlerinin örgütsel güven algıları ile duygusal örgütsel bağlılıkları arasında orta düzeyde pozitif yönde anlamlı bir ilişki olduğunu belirtmektedir. Özgan (2011) ise liselerde görevli öğretmenlerin örgütsel güven algı-ları ile öğretmenlerin örgütsel bağlılıkları arasında pozitif ve orta düzeyde bir ilişki olduğunu ve öğretmenlerin örgütsel güven algılarının örgütsel bağlılığı yordadığını kanıtlamaktadır.…”