Özet:

The aim of this study is to determine the level of the perceptions of teachers in public high schools about organizational commitment and whether these perceptions make a meaningful difference from some variables. The universe of research is made up of 64 public high schools located in Diyarbakır Province in the 2016-2017 educational year and 3403 teachers in these schools, and the sample is made up of 22 high schools selected by random method from the universe and 376 teachers in these schools. In the study, the "Organizational Engagement Scale" was used, adapted to Turkish by Mountains, Ambassadors and Han, developed by Meyer, Allen and Smith (1993) and developed by Meyer, Allen and Smith. Analysis of data was done using the arithmetic average, standard deviation, one-way variance analysis (ANOVA), Mann Whitney-U and Kruskall Wallis-H tests. the level of meaning. It was taken 5. Some of the important findings obtained in the study can be classified as follows: Teachers participated in the overall average of the organizational commitment scale ( =2.89) at the "instability" level. The first three matters with the highest average according to teachers’ perceptions, respectively, are: (1) "I am currently working in this school, because both my own will and the conditions require it ( =3,69; I agree)", (2) "I do not feel a debt/responsibility to my managers to continue working in this school ( =3,44; I agree)" and (3) "If I would leave this school, one of the negative consequences would be the lack of appropriate alternatives ( =3,26; I am unstable)" The first three items with the lowest average are respectively: (1) "If I'm going to leave my school now, many things in my life will fall down ( =2,32; I do not agree)", (2) "I do not leave this school now because I feel a debt/responsibility to people in this school ( =2,46; I do not agree)" and (3) "I do not agree with this school much ( =2,46; I do not agree)". Among the teachers’ perceptions of organizational commitment behavior according to the variables of “study status”, “sex”, “civil status”, “quality”, “member of any trade union”; “emotional commitment”, “continuous commitment”, “normative commitment” dimensions and the whole scale have not been determined a meaningful difference. However, according to the "school size" variable they are, there is a significant difference between their perceptions of organizational commitment in the dimensions of "emotional commitment", "normative commitment" and in the entire scale.

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