Examining the Relationship Between Teachers' Organizational Commitment and Individual Performances

Öğretmenlerin Örgütsel Adanmışlıkları ile Bireysel Performansları Arasındaki İlişkinin İncelenmesi

Abstract

This study aimed to examine the relationship between teachers' organizational commitment and performance through teachers' perceptions. The researchers used the relational screening method. According to the research results; Individual job performance and organizational commitment levels were above average. In this case, the level of organizational commitment and individual job performance perceived by the participants is quite high. Again, according to teachers' perceptions, it was revealed that organizational commitment perceptions did not differ between men and women. However, there is a difference in the individual job performance scale and it is in favor of women. In other words, women's individual job performances are higher than men. The difference between the individual job performance scale and the arithmetic averages of the age groups was not found statistically significant. However, the difference between the organizational commitment scale and the arithmetic averages of the age groups was found to be statistically significant. Accordingly, it was concluded that the perception of organizational commitment in the group between the ages of 51-60 was higher than the group between the ages of 41-50. Again, in line with the opinions of the teachers, it was revealed that the perceptions of organizational commitment and individual job performance did not change depending on whether they were married or single. On the other hand, the difference between the individual job performance scale and the arithmetic averages of the professional experience groups was not found statistically significant. However, the difference between the organizational commitment scale and the arithmetic averages of the professional experience groups was found to be statistically significant. Accordingly, it was concluded that the perception of organizational commitment in the 1-5 years group was higher than the 16-20 years professional experience group. In addition, in line with the teachers' opinions, there was no difference in the organizational commitment and individual job performance scale according to their educational status. Finally, there is a significant, moderate and positive relationship between the organizational commitment and individual job performance of the teachers in the study. In the regression analysis, it is understood that teachers' perceptions of organizational commitment significantly and positively predict their perceptions of individual job performance. In other words, a 100-unit increase in the organizational commitment dimension increases teachers' individual job performance perceptions by 26.8%.