Eğitim kurumlarında örgütsel bağlılık: Meslek yüksekokulları üzerine bir araştırma

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33. A Research on Vocational High Schools3
34. Ahmet Yaşar DEMİRKOL4 Introduction
35. Educational organizations are social and open systems that have predetermined
36. goals; they coordinate activities and interact with the environment to achieve these goals
37. (Daft, 2004). Because organizations have predetermined goals and objectives set by people,
38. the human factor is an indispensable part of the organization. For the continuity and
39. compatibility of the organization it is very important what this factor feels and thinks, how
40. they behave, and whether or not they are efficient. Structure, management, leadership,
41. authority, communication, human relations, organizational behaviors, and many other
42. factors related to organizational life show differences from one organization to another. The
43. concept differentiating organizations from each other and affecting them in all conditions is
44. organizational culture (Torun, 2012).
45. Different metaphors have been developed to explain the structures and functions of
46. organizations in addition to theories and models. These include machine, organism, brain,
47. and culture metaphors (Alvesson, 2002). Organizational culture also includes dimensions
48. like leadership, motivation, and organizational commitment.
49. Organizational commitment plays an important role on the efficiency and
50. effectiveness of organizations; there are personal, organizational, and environmental factors
51. that affect organizational commitment. Researches in this field show that managers can
52. influence these factors and increase the commitment of employees towards their
53. organization (Durna & Eren, 2005).
54. Organizational commitment is the degree to which an employee identifies with a
55. particular organization and its goals and wishes to maintain membership in the
56. organization; that is, it is the employees’ orientation toward the organization in terms of his
57. or her loyalty to, identification with, and involvement in the organization (Robbins &
58. Coulter, 2007). Organizational commitment is divided into three different sub categories in
59. literature: affective, normative, and continuance (Allen & Meyer, 1990).
60. Affective commitment refers to employees’ affective attachment to the organization,
61. identification with the organization, and active involvement in organizational processes.
62. Employees with high affective commitment levels stay in an organization because they
63. intrinsically desire to stay; this level of commitment represents the want to level of
64. commitment. Normative commitment refers to an obligation to stay in an organization due
65. to ethical reasons; this level is defined as the have to level since those who remain out of a
66. sense of obligation (normative commitment) may do likewise only if they see it as a part of
67. their duty, or as a means of reciprocation for benefits received. Continuance commitment
68. reflects awareness about the costs of leaving the organization. Employees who have
69. continuance commitment continue to stay in the organization because they need to (Meyer & Allen, 1991).
70. An earlier version of this paper was presented at the IV. Educational Administration Forum (3-5 October 2013, Balıkesir, Turkey).
71. This study has three aims: to measure the level of organizational commitment of the
72. lecturers working at vocational high schools; to find out if this commitment depends on
73. gender, age, education, title, and period of service; and to present suggestions to educational
74. administrators and policy makers to increase the level of organizational commitment of
75. lecturers, according to findings of the study. Method
76. The research survey method was used for this study. The work tried to measure the
77. level of organizational (affective, continuance, and normative) commitment of the lecturers
78. working at vocational high schools and studied commitment in relation to gender, age,
79. education, title, and period of service. The study group was composed of 62 lecturers of five
80. different vocational high schools of Akdeniz University teaching in the 2012-2013 session.
81. Demographic information about the study group is as follows: 41 (66%) male, 19 (31%)
82. female; 15 (24%) had earned a bachelor degree, 28 (45%) earned a master's degree, and 18
83. (29%) earned a PhD; 13 (21%) were a teacher, 37 (60%) a lecturer, 5 (8%) an assistant
84. professor, and 1 (2%) an associate professor; 14 (%23) had administrative responsibilities,
85. and 29 (47%) did not. Periods of service of the participants are as follows: 22 (36%) 1-3 years,
86. (42%) 4-7 years, 8 (13%) 8-11 years, 3 (5%) 12-15 years.
87. A five point Likert type scale was utilized for the study. A questionnaire with 19
88. items, measuring the three types of organizational commitment developed by Allen and
89. Meyer (1990) and adapted into Turkish by Kaya and Selçuk (2007), was used and findings of
90. the study were analyzed by means of the SPSS program. For each item the participants were
91. asked to choose one of the following scores: 1-completely disagree, 2-disagree, 3-not sure, 4
92. agree, and 5-completely agree. The validity and reliability of the scale was measured earlier
93. by the above mentioned researchers. For this study, after the reliability analysis the
94. Cronbach’s Alpha coefficient was calculated as 0.812. The levels of affective, normative, and
95. continuance commitment were measured by calculating mean values of scores. The relations
96. between gender and organizational commitment were tested by the Mann Whitney U Test.
97. The relations between age, education, title, period of service, and organizational
98. commitment were tested by regression analyses. Conclusion
99. One of the findings of the study is that the level of affective commitment is high
100. (M=3.90 out of 5), the level of normative commitment is relatively good (M=3.39), and the
101. level of continuance commitment is low (M=2.55) for the lecturers of vocational high schools.
102. This shows that the social and economic conditions of the lecturers in these schools do not
103. Key Words: Organizational commitment, Affective commitment, Continuance commitment,
104. Normative commitment, Vocational education
105. Atıf için / Please cite as:
106. Demirkol, A. Y. (2014). Eğitim kurumlarında örgütsel bağlılık: Meslek yüksekokulları
107. üzerine bir araştırma [Organizational commitment in educational institutions: A research on
108. vocational high schools]. Eğitim Bilimleri Araştırmaları Dergisi - Journal of Educational Sciences
109. Research, 4 (Özel Sayı 1), 1–15. http://ebad-jesr.com/