Abstract:

School administrators should use a language that motivates teachers and increases teachers' commitment to the school. In this context, the aim of the research is to reveal the relationship between the motivational language used by school administrators and the organizational commitment of teachers according to teacher perceptions. Relational survey model was used in the research. The target population of the research consists of 1457 teachers working in kindergartens, primary and secondary schools and high schools in Fatsa and Korgan districts of Ordu province in the 2019-2020 academic year. The sample of the research consists of 546 teachers selected from the target population by random sampling method. Motivational Language Scale and Organizational Commitment Scale were used to obtain the research data. Percentage, frequency, “t” test, ANOVA, Scheffe test, correlation and regression techniques were used in the analysis of the data. In regard to the results of the research, in the sub-dimensions of the motivational language scale, "guiding language", "encouraging language", and "ownership language", teachers generally stated that administrators utilize motivational language at a high level. In the "emotional commitment" and "continuance commitment" sub-dimensions of the Organizational Commitment Scale, teachers' commitment to their schools was high, while their "normative commitment" was midlevel. A positive and moderately significant relationship was found between the sub-dimensions of the Motivational Language Scale, "perlocution", "illocution", and "locution" and the sub-dimensions of the Organizational Commitment Scale, "emotional commitment", "continuance commitment", and "normative commitment". It was revealed that Motivational Language Scale sub-dimension scores significantly predicted organizational commitment scale sub-dimension scores.

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