Abstract:

The purpose of this research was to determine the relationships between the application of teaching career paths and the motivations and organizational commitment of teachers. The research is in the relational model. The population of research is the teachers of all primary school schools in Elazığ province that continued to education at 2010-2011 academic year. The sample of the research consists of 427 teachers and specialist teachers working in seventeen elementary schools selected through cluster sampling from this phase. Career Steps Scale, Motivation Scale and Organizational Commitment Scale were used as the measurement tools in the research. According to research findings, perceptions of participants' Organizational Commitment Scale are moderate in both teacher and proficiency dimension. The perceptions for intrinsic motivation are high, and the perceptions for external motivation are moderate. Emotional attachment perceptions are high, continuity and normative perceptions are moderate. There is a positive, meaningful and low level relationship between the teacher dimension of the Career Steps Scale and the dimensions of the Motivation Scale and Organizational Commitment Scale

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