Abstract:

The aim of this study is to determine teachers' perceptions of behavioral empowerment and organizational commitment in terms of different variables and to reveal whether any meaningful relationships between them. The study was designed in the relational survey model. The population of the study consists of teachers working in official primary, secondary, and high schools in the central district of Bolu in the 2020-2021 academic year. The "Personal Information Form", "Behavioral Empowerment of Teachers Scale", and "Teachers' Organizational Commitment Scale" were used as data collection tools in the study. The results showed that the behavioral empowerment perceptions of teachers were at the level of "almost every time" and the organizational commitment perceptions were at a "high" level across the scale and in its dimensions. Teachers' perceptions of behavioral empowerment displayed meaningful significance across the scale, in the dimensions of delegation of authority, participation in decision, and teamwork, based on the educational status variable. There were significant positive correlations between the behavioral empowerment scale and its dimensions and the organizational commitment scale and its dimensions.

Keywords: