01 SES 04 C, Organisational Influences on Teachers
Parallel Paper Session
Organizational climate that presents soul and beliefs of the organization differentiates an organization from others via values and behaviors (Bridge, 2003; Celep, 2000). Actually, organizational climate is a reflection of an interactive process comprising organizational circumstances, members and management applications. Perceived organizational climate arouses motivation and leads to organizational behaviors like satisfaction, productivity or performance, and organizational commitment in the end. In organizational climates in which managers provide guidance for employees, delegate the authority and provide help for facilitating the work, employees consubstantiate themselves with the organization and respond by staying within the organization. Furthermore, it is supported that participative organizational climate is a mean for bringing about organizational commitment (Tyagi & Wotruba, 1993). Organizational commitment that is also referred as psychological condition causes employees to stay in the organization. In fact, organizational commitment can be handled under three headings; affective, continuance, and normative commitment. Specifically, affective commitment is a commitment type in which employee identifies himself with the organization while continuance commitment presents continuity in the course of individual’s interests have been met. Normative commitment is employee’s commitment to the organization due to obligations (Allen & Meyer, 1991).
Primary schools and teachers have important roles on society for directing the society to the future through specific goals. Therefore, it is believed that commitment of teachers to their organizations is important in order to realize these goals. Hence, the elements that have effect on commitment, even negatively or positively, are required to be determined for commitment-building studies. In this context, this study is aimed to investigate the relationship between organizational climate and organizational commitment perceptions of primary school teachers. The following research questions are guided to the study:
- Is organizational climate perception of teachers significant predictor for their affective commitment?
- Is organizational climate perception of teachers significant predictor for their continuance commitment?
- Is organizational climate perception of teachers significant predictor for their normative commitment?
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, 1-18. Allen, N. J. & Meyer, J.P (1991). A Three-component conceptualization of organizational commitment. Human Resources Management Review,1,61–89. Bridge, B. (2003). Eğitimde vizyoner liderlik ve etkin yöneticilik. İstanbul: Beyaz Yayınları. Celep, C. (2000). Eğitimde örgütsel adanma ve öğretmenler. Ankara: Anı Yayıncılık. Hoy, W. K. & Clover, S.I.R. (1986). Elementary school climate: A revision of the OCDQ. Educational Administration Quarterly, 93-110. Tyagi, P. K. & Wotruba, T.R (1993).An exploratory study of reverse causality relationships among salesforce turnover variables. Journal of the Academy of Marketing Science, 21(2), 143-53.
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