Abstract:

In this study, the examples of the relationships between the professional identity perceptions of high school teachers working in different branches, the levels of organizational commitment and class management qualifications were studied in terms of gender, branch, whether or not having children, career stage, level of education, whether or not the teacher is a high school graduate and whether the mother or father is a teacher or not. In the study, a mass sampling method has been used to obtain quantum data. The example consists of 384 high school teachers in the different branches of the state schools on the European side of Istanbul. The analysis of the research was carried out by the structural equality model in the framework of the quantum relative analysis method. The study found that teachers’ professional identity perception significantly depends on their level of organizational commitment; teachers’ professional identity perception significantly depends on their level of class management competence; teachers’ organizational commitment level scores significantly depends on their level of class management competence. However, teachers have not seen the professional identity perceptions or the level of organizational commitment have a mediation effect on the level of skill in class management.

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