Abstract:

This study has studied the impact of teachers’ critical thinking trends on the levels of organizational commitment. The sample group of the study consists of 185 teachers working in a district connected to the Denizli province. The critical thinking trend scale was used to measure the critical thinking trends of teachers, while the critical thinking trend scale was developed by Meyer and Allen to measure the levels of organizational commitment. The critical thinking tendency has come to the conclusion that the variable has a significant influence on the organizational commitment, on the normative commitment size and on the continued commitment of the time of work at school. The dimension of cognitive maturity appears to have a significant impact on the dimensions of continuous commitment, emotional commitment and normative commitment, and the dimension of participation is a significant contributor to the dimensions of continuous commitment.

Abstract:

In this study, the effects of teachers' critical thinking tendencies on organizational commitment were investigated. The sample group of the study consisted of 185 teachers who worked in a district affiliated to Denizli province. It was concluded that the critical thinking tendency variable was significantly predictive of organizational commitment, that the seniority variable was a significant predictor of the normative commitment subscale, and that the study duration was significantly predictive of continuing commitment. It was concluded that the cognitive maturity subscale had a significant effect on the continuing attachment, emotional attachment, and normative attachment dimensions and that the participation subscale was a significant predictor of the continuity attachment subscale. 

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