Examination of The Relationship Between Teachers' Occupational Commitment and Job Satisfaction According to Various Variables

Abstract

The aim of this study is to examine whether the relationship between job satisfaction and professional commitment levels of teachers differ according to various variables (gender, task (class / branch), professional seniority, task school level). Sample of the research 2018-2019 academic year 3 different levels (2 high schools, 3 secondary schools, 3 primary schools) located in Sahinbey district of Gaziantep province 255 (131 male, 124 female) teacher. Personal Information Form, Professional Commitment Scale and Minnesota Job Satisfaction Scale were used to collect the data of the study. Minnesota Job Satisfaction Scale was translated into Turkish by Baycan in 1985 and its validity and reliability studies were conducted (Cronbach’s Alpha= 0.77). Commitment Scale was adapted to Turkish by Tak and Çiftçioğlu (2008) who conducted its validity and reliability studies. The reliability of the scale is .82 for the affective commitment, .74 for the continuance commitment, and .83 for the normative commitment. As a result of the study, the highest relationship between occupational adherence sub-dimensions and job satisfaction was found between vocational normative commitment and occupational continuity commitment. The teachers' job satisfaction was determined as a significant predictor of professional emotional commitment and occupational continuity.

Keywords: Job satisfaction, Professional commitment, Career, Education, Teacher.