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Araştırmanın amacı, öğretmenlerin kişilik özellikleri ile örgütsel bağlılıkları arasındaki ilişkiyi saptamak ve bazı değişkenlere göre incelemektir. Araştırmada ilişkisel tarama yöntemi kullanılmıştır.Araştırma, 767 öğretmenin katılımı ile gerçekleşmiştir. Araştırmada “Kişilik Envanteri” ve “Örgütsel Bağlılık Ölçeği”nden yararlanılmıştır. Öğretmenlerin en fazla duygusal bağlılık, dışadönüklük, gelişime açıklık en az devam bağlılığı ve duygusal tutarsızlık özelliğine sahip olduğu örgütsel bağlılık ile öz-disiplin ve uyumluluk özellikleri arasında orta düzeyde pozitif yönde anlamlı bir ilişkinin olduğu bulunmuştur. Erkek öğretmenlerin kadın öğretmenlere göre normatif ve devam bağlılığının daha yüksek ilkokul öğretmenlerinin ortaokul öğretmenlerine göre duygusal, devam ve normatif olarak daha bağlı mesleki kıdemi 31-40 yıl olan öğretmenlerin diğer öğretmenlere göre duygusal, devam ve normatif bağlılık düzeyinin daha yüksek olduğu bulgularına ulaşılmıştır.
The purpose of the study is to determine the relationship between the personality characteristics of teachers and their organizational commitments and to study according to certain variables. The research was conducted with the participation of 767 teachers. The research has taken advantage of the "Personal Reserve" and the "Organizational Liability Scale". It has been found that teachers have the most emotional commitment, outwardness, openness to development; the characteristics of at least continuity commitment and emotional incoherence; the characteristics of organizational commitment and self-discipline and consistency have a meaningful relationship in a positive direction at the middle level. Men’s teachers have a higher normative and continuous commitment than women’s teachers; primary school teachers have a higher emotional, continuous and normative commitment than high school teachers; teachers with a professional retardation of 31-40 years have a higher level of emotional, continuous and normative commitment than other teachers.
The aim of this study is to find out the relationship between teachers’ personality traits and their organizational commitment and to analyze it in terms of some variables. The relational screening method was used. The study was conducted with the participation of 767 teachers. The data were collected with the Personality Inventory and the Organizational Commitment Scale. It was found that the teachers’ emotional commitment, extraversion and openness to development were the highest, and that their attendance commitment and emotional inconsistency were the lowest. A moderate positive relationship was found between the participants’ organizational commitment and their self-discipline and compatibility traits. It was also found that the male teachers had higher normative and attendance commitment levels than the female teachers, that the primary school teachers were more emotional, attendance-wise, and normatively connected than the secondary school teachers, and that the teachers with a professional seniority of 31-40 years were more emotional, and their attendance and normative commitment levels were higher than the other teachers.
Field : Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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