SavedAdd your journal

Journals / IOJET / 2020 / Cilt: 7 - Sayı: 1

THE RELATIONSHIP BETWEEN THE EMPOWERMENT OF TEACHERS BY SCHOOL ADMINISTRATORS AND ORGANIZATIONAL COMMITMENTS OF TEACHERS

Bilgen KİRAL
Journal
IOJET
Pages
248–265
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In the analysesperformed regarding the commitment levels of teachers, while there was not a significantdifference in terms of the dimensions according to branch variable, it was found that femaleteachers had higher affective commitments than male teachers.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This research which aimed to investigate the relationship between the empowerment ofteachers by high school administrators and school commitments of teachers was designed inrelational screening model.
📊
Key Findings & Data:The study group of the research was composed of 188 volunteerteachers working in the public Anatolian High Schools in Aydin during 2017. “BehavioralTeacher Empowerment” and “Organizational Commitment” scales were used.
💡
Conclusion & Impact:In the analysesperformed regarding the commitment levels of teachers, while there was not a significantdifference in terms of the dimensions according to branch variable, it was found that femaleteachers had higher affective commitments than male teachers.
🔬Design:Modeling & Simulation
📍Scope:2017 Verileri
⚙️Variables:Domain Parameters

Abstract

This research which aimed to investigate the relationship between the empowerment ofteachers by high school administrators and school commitments of teachers was designed inrelational screening model. The study group of the research was composed of 188 volunteerteachers working in the public Anatolian High Schools in Aydin during 2017. “BehavioralTeacher Empowerment” and “Organizational Commitment” scales were used. As a result ofthe research, it was determined that the highest empowerment was in the administrativesupport dimension and the highest commitment level was in the affective commitmentdimension. It was revealed that there was not a significant difference in the dimensions ofempowerment according to gender, seniority and branch variables of teachers. In the analysesperformed regarding the commitment levels of teachers, while there was not a significantdifference in terms of the dimensions according to branch variable, it was found that femaleteachers had higher affective commitments than male teachers. Teachers with professionalseniority of 31-40 years had higher affective commitments than those with professionalseniority of 11-20 years. It was determined that the highest level of relationship was betweencommunication and affective commitment dimensions.

🔖

Cite This Article

KİRAL, B. (2022). THE RELATIONSHIP BETWEEN THE EMPOWERMENT OF TEACHERS BY SCHOOL ADMINISTRATORS AND ORGANIZATIONAL COMMITMENTS OF TEACHERS. IOJET, Cilt: 7 - Sayı: 1, 248–265. https://ajindex.com/articles/542233

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. Acaray, T. (2010). Ankara ili ilköğretim ve ortaöğretim okul müdürlerinin öğretmenleri güçlendirme örüntüleri [The teacher empowerment patterns of principals in the public schools of central districts in Ankara province] (Master Thesis). Ankara University, Ankara,
  2. Turkey. Aksanaklu, P. (2018). Okul yöneticilerinin örgütsel bağlılıkları ile tükenmişlik düzeyleri arasındaki ilişkinin incelenmesi [With organizational contributions of school administrators the investigation of the relationship between binding levels] (Master Thesis). Mersin University, Mersin, Turkey. 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), 1–18.
  3. Allen, N. J. & Meyer, J. P. (1996). Affective, continuance and normative commitment to the organization: An examination of construct validity. Journal of Vocational Behavior, 49(3), 252–276.
  4. Aselage, J. & Eisenberger, R. (2003). Perceived organizational support and psychological contracts: A theoretical integration. Journal of Organizational Behavior, 24, 491-509.
  5. Balay, R. (2000). Yönetici ve öğretmenlerde örgütsel bağlılık [Organizational commitment in managers and teachers]. Ankara:
  6. Nobel. Balci, A. (2003). Örgütsel sosyalleşme kuram strateji ve taktikler[Organizational socialization theory strategies and tactics]. Ankara:
  7. PegemA. Balci, A. (2009). Sosyal bilimlerde araştırma [Research in social sciences].Ankara:
  8. PegemA. Balcik, E. (2018). Örgüt kültürü, psikolojik güçlendirme ve örgütsel bağlılık arasındaki ilişkiler[The relationships between organizational culture, psychological empowerment and organizational commitment](Master Thesis). Pamukkale University, Denizli, Turkey. Basyigit, A. (2006). Örgütsel iletişimin örgütsel bağlılık üzerine etkisi [The effect of organizational communication on organizational commitment] (Master Thesis). Dumlupınar University, Kutahya, Turkey. Baysal, A. C. & Paksoy, M. (1999). Mesleğe ve örgüte bağlılığın çok yönlü incelenmesinde Meyer-Allen Modeli [Meyer-Allen Model in a multi-dimensional study of commitment to the profession and organization]. Istanbul University Journal of Business Research, 28(1), 7-15.
  9. Blase, J. & Blase, J. (1995). Facilitative school leadership and teacher empowerment: Teacher’s perspectives. Social Psychology, 1, 117-145.
  10. Blase, J. & Blase, J. (1996). The micropolitical orientation of facilitative school principals and its effects on teacher’s sense