The Relationship Between Teachers' School Happiness, Organizational Commitment, and Self-Efficacy

Yıl 2023, , 279 - 308, 28.09.2023

İsa Bahat , Metin Işık

https://doi.org/10.53048/johass.1354337

Cited By: 1

Öz

The purpose of this research is to reveal the relationship between teachers' perceptions of organizational commitment, school happiness, self-efficacy. In the study, data collection was conducted using the "Organizational Commitment Scale" adapted into Turkish by Han, Dağlı and Elçiçek (2018), the "School Happiness Scale" developed by Sezer and Can (2019), and the "Teachers' Self-Efficacy Scale" adapted into Turkish by Karaoğlu (2019), along with a personal information form developed by the researchers. The relational scanning method was used in the study. The sample of the study consists of 516 teachers working in different types and levels of schools in the Avcılar district of Istanbul, determined by the maximum diversity sampling method. The collected data were analyzed using the SPSS 27.0 software package, employing normality tests, t-Test, and One-Way Analysis of Variance (ANOVA). A relational (correlational) design was employed in the study to determine the relationship between teachers' perceptions of organizational commitment, school happiness, and self-efficacy, and a multiple regression analysis was used to determine the effect of organizational commitment and self-efficacy variables on school happiness. A moderate (r=0.559) and significant (p<0.05) relationship was identified between teachers' school happiness and organizational commitment. A low-level (r = .177; r= .105) and significant (p< .05) relationship was determined between teachers' perception of self-efficacy, school happiness, and organizational commitment. The result of the multiple linear regression analysis revealed a significant relationship (R= .572, R²= .327) between teachers' perceptions of organizational commitment and self-efficacy with school happiness (F(2,513) = 124.524, p < 0.00). While significant differences were found between groups in terms of gender, seniority, school of employment, class size, and field of study variables, no difference was found between groups for age, education level, and socio-economic status variables.

Anahtar Kelimeler

School happiness, organizational commitment, self-efficacy, teacher

Kaynakça

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