The Relationships between Quality of Work Life, School Alienation, Burnout, Affective Commitment and Organizational Citizenship: A Study on Teachers

Year 2018, , 169 - 180, 15.04.2018

Huseyin Akar

https://doi.org/10.12973/eu-jer.7.2.169

Abstract

This research aimed to investigate
relationships between quality of work life, burnout, school alienation,
affective commitment and organizational citizenship behaviors. In this context,
a model was proposed based on the literature review and the model was tested
through structural equation model. The study group of the research consists of
314 volunteer teachers working in the state schools in Kilis in 2016-2017
academic years. The data was collected through work-related quality of life
scale, burnout scale, school alienation scale, affective commitment scale and
organizational citizenship behaviors scale. The analysis with descriptive,
correlation, path and bootstrap methods were used to analyze the data. As a
result of the analysis, it was found that teachers' perceptions for quality of
work life have a negative effect on burnout and school alienation, whereas they
have a positive effect on affective commitment. Besides, their perceptions for
affective commitment have a positive impact on organizational citizenship
behaviors. Another important result derived from the research is that teachers'
perceptions for burnout and school alienation play partial mediation roles in
the effect of their perceptions for quality of work life on affective
commitment. Based on these results, it can be suggested that teachers' working
conditions should be constantly improved.

Keywords

Quality of work life, work alienation, burnout, affective commitment, organizational citizenship

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