Abstract:

Teacher-related variables play an important role in the effectiveness and efficiency of educational organizations. This study addressed the relationship between teachers’ social capital and organizational commitment. It also investigated whether teacher collaboration had a mediating role between social capital and organizational commitment. The study adopted a correlational survey model. The sample consisted of 422 teachers from 50 provinces in Turkey. Data were collected using the Organizational Commitment Questionnaire, the Teacher Collaboration Scale, and the Social Capital Scale. The results of the study showed that social capital directly affected organizational commitment. The results also indicated that teacher collaboration had a mediating role between social capital and organizational commitment. Teacher-related variables make schools more effective. Collective school settings and social capital promote a collaborative school culture where teachers can develop skills that help them tackle educational issues and advance student outcomes. Policy-makers should develop activities to improve teachers’ social capital.

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