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

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.