Türkiye’de lise öğretmenlerinin kolektif öğretmen yeterliliği ve işten ayrılma niyetleri arasındaki ilişkide örgütsel bağlılığın aracı rolü

Yıl 2024, Cilt: 7 Sayı: 1, 386 - 407, 31.05.2024

Murat Özdemir Behiye Dağdeviren Ertaş Gönül Şahin Oya Uslu Çetin Sevda Kır

https://doi.org/10.33400/kuje.1434945

Öz

Bir okulun kendisinden beklenen örgütsel rolleri yerine getirebilmesinin ön koşullarından biri öğretmenlerin devamlılığıdır. İşten ayrılmanın yüksek olduğu okullarda, başta öğrencilerin akademik başarısının düşüklüğü olmak üzere çeşitli örgütsel sorunlar görülmektedir. Bu nedenle öğretmenlerin işten ayrılma niyetini belirleyen faktörlerin ortaya çıkarılması önemli görülmektedir. Önceki çalışmalar kolektif öğretmen yeterliliğinin işten ayrılma niyetini etkileyen temel faktörlerden biri olduğunu ortaya koymuştur. Ancak araştırmacılar, kolektif öğretmen yeterliliği ve örgütsel bağlılığın işten ayrılma niyeti üzerindeki bütünsel etkilerine özel olarak odaklanmamıştır. Bu nedenle mevcut çalışma, kolektif öğretmen yeterliliği, örgütsel bağlılık ve işten ayrılma niyeti arasındaki doğrudan ve dolaylı ilişkileri araştırmak için geliştirilen modeli test etmeyi amaçlamaktadır. Araştırmanın verileri tabakalı örnekleme tekniği ile Türkiye’nin 12 farklı bölgesindeki devlet liselerinde görev yapan 607 öğretmenden toplanmıştır. Veri toplama aracı olarak kolektif öğretmen yeterliği ölçeği, örgütsel bağlılık ölçeği ve işten ayrılma niyeti ölçeği kullanılmıştır. Verilerin analizinde yapısal eşitlik modeli kullanılmıştır. Analizler sonucunda kolektif öğretmen yeterliğinin öğretmenlerin işten ayrılma niyetleri ile negatif ilişkili olduğu bulunmuştur. Analiz sonuçları, örgütsel bağlılığın kolektif öğretmen yeterliliği ile işten ayrılma niyeti arasında önemli bir aracı olduğunu doğrulamaktadır. Okullarda kolektif öğretmen yeterliliğini güçlendirecek önlemler, öğretmenlerin işten ayrılma niyetlerini azaltmak için önemli görülebilir. Ayrıca örgütsel bağlılığın arttırılması öğretmenlerin işten ayrılma niyetlerini azaltmaya olumlu katkı sağlayacaktır. Mevcut çalışmanın, kolektif öğretmen yeterliliğinin öğretmenlerin işten ayrılma niyetleri üzerindeki etkilerine odaklanan araştırmalara katkıda bulunması beklenmektedir.

Anahtar Kelimeler

kolektif öğretmen yeterliliği, örgütsel bağlılık, işten ayrılma niyeti, aracılık rolü

Collective teacher efficacy and turnover intentions in Turkish high schools: Mediating role of organizational commitment

Öz

Teacher continuity is one of the prerequisites for a school to fulfill expected organizational roles. Various organizational problems, notably low academic achievement, are observed at schools where personnel turnover is high. Therefore, it is necessary to disclose the teachers' turnover intention drivers. Though they are limited in number, previous studies have revealed that collective teacher efficacy is one of the critical factors influencing turnover intention. However, researchers have yet to focus on the holistic effects of collective teacher efficacy and organizational commitment on turnover intention. Therefore, the current study aims to test the innovative model developed to explore the direct and indirect relations among collective teacher efficacy, organizational commitment, and turnover intention. The data were collected from 607 teachers working in public high schools in 12 different regions of Turkey using a stratified sampling technique. The collective teacher efficacy, organizational commitment, and turnover intention scales were used as data collection tools. Structural equation modeling was used to analyze the data. As a result of the analyses, it was found that collective teacher efficacy was negatively related to teachers' turnover intentions. The results of the analysis confirm that organizational commitment is an essential mediator between collective teacher efficacy and turnover intention. Strengthening collective teacher efficacy in schools is vital to reduce teachers' turnover intentions. In addition, increasing organizational commitment will positively reduce teachers' turnover intentions. The current study is expected to contribute to research focusing on the effects of collective teacher efficacy on teachers' turnover intentions.

Anahtar Kelimeler

collective teacher efficacy, organizational commitment, turnover intention, mediating role

Kaynakça

• Adams, C. M., & Forsyth, P. B. (2006). Proximate sources of collective teacher efficacy. Journal of Educational Administration, 44 (6), 625-642.
• Ahluwalia, A. K., & Preet, K. (2017). The influence of organizational commitment on work motivation: a comparative study of state and private university teachers. IUP Journal of Organizational Behavior, 16(2), 55-70.
• Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Prentice-Hall.
• Allen, N. J., Meyer, J. P. (1990). The measurement and antecedents of affective, continuance and normative commitment to the organization. Journal of Occupational Psychology, 63, 1-18
• Anari, N. N. (2012). Teachers: emotional intelligence, job satisfaction, and organizational commitment. Journal of Workplace Learning, 24(4),256-269.
• Anderson, G. (1990). Fundamentals of educational research. The Falmer Press
• Anderson, J. C., & Gerbing, David, W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411–423. https://doi.org/10.1037/0033-2909.103.3.411
• Aydoğdu, S., & Asikgil, B. (2011). An empirical study of the relationship among job satisfaction, organizational commitment and turnover intention. International Review of Management and Marketing, 1(3), 43-53.
• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148.
• Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
• Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
• Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions In Psychological Science, 9(3), 75-78.
• Bashir, B., & Gani, A. (2020). Testing the effects of job satisfaction on organizational commitment. Journal of Management Development, 39(4), 525-542.
• Beehr, T.A. (1995). Psychological stress in the workplace. Routledge.
• Billingsley, B. S. (1995). Improving the Retention of Special Education Teachers. Final Report. RTI Project 5168.
• Blau, G. J., & Boal, K. B. (1987). Conceptualizing how job involvement and organizational commitment affect turnover and absenteeism. Academy of Management Review, 12(2), 288-300.
• Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment, and organizational citizenship behavior in schools. Teaching and teacher education, 20(3), 277-289.
• Breen, I. T. (2013). The influence of perceived organization support on collective teacher efficacy, (Yayınlanmamış doktora tezi). Keiser University.
• Brownell, M. T., & Smith, S. W. (1992). Attrition/retention of special education teachers: Critique of current research and recommendations for retention efforts. Teacher Education and Special Education, 15(4), 229-248.
• Bryk, A. S. & S. W. Raudenbush. (1992). Hierarchical Linear Models. Sage Publications.
• Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş.,& Demirel, F. (2010). Bilimsel araştırma Yöntemleri. Pegem Akademi.
• Cansoy, R., Parlar, H., & Polatcan, M. (2020). Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment. International journal of leadership in education, 1-19.
• Carver-Thomas, D., & Darling-Hammond, L. (2019). The trouble with teacher turnover: How teacher attrition affects students and schools. Education Policy Analysis Archives, 27(36), 1-30.
• Choong, Y. O., Ng, L. P., & Lau, T. C. (2022). Creating the path towards organisational citizenship behaviour through collective efficacy and teacher’s self-efficacy. Asia Pacific Journal of Education, 1-18. https://doi.org/10.1080/02188791.2022.2053063
• Chughtai, A. A., & Zafar, S. (2006). Antecedents and consequences of organizational commitment among Pakistani university teachers. Applied HRM research, 11(1), 39.
• Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. The Journal of Experimental Education, 60(4), 323–337.
• Coleman, J. S., Campbell, E., Hobson, C., McPartland, J., Mood, A., Weinfeld, F., & York, R. (1966). The coleman report. Equality of Educational Opportunity, 1-32.
• Conley, S., & You, S. (2017). Key influences on special education teachers’ intentions to leave: The effects of administrative support and teacher team efficacy in a mediational model. Educational Management Administration & Leadership, 45(3), 521-540.
• Currivan, D. B. (1999). The causal order of job satisfaction and organizational commitment in models of employee turnover. Human resource management review, 9(4), 495-524.
• Çoban, D., & Demirtaş, H. (2011). Okulların akademik iyimserlik düzeyi ile öğretmenlerin örgütsel bağlılığı arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 3(3), 317-348 .
• Dağlı, A., Elçiçek, Z., & Han, B. (2018). Adaptation of the “Organizational Commitment Scale” into Turkish: Validity and reliability study. Electronic Journal of Social Sciences, 17(68), 1765-1777.
• Dawley, D., Houghton, J. D., & Bucklew, N. S. (2010). Perceived organizational support and turnover intention: The mediating effects of personal sacrifice and job fit. The Journal of social psychology, 150(3), 238-257.
• De Neve, D., & Devos, G. (2017). Psychological states and working conditions buffer beginning teachers’ intention to leave the job. European Journal of Teacher Education, 40(1), 6-27.
• Dee, J. R., Henkin, A. B., & Singleton, C. A. (2006). Organizational commitment of teachers in urban schools: Examining the effects of team structures. Urban education, 41(6), 603-627.
• Donohoo, J. (2018). Collective teacher efficacy research: Productive patterns of behaviour and other positive consequences. Journal of Educational Change, 19(3), 323-345. https://doi.org/10.1007/s10833-018-9319-2
• Dysvik, A., & Kuvaas, B. (2013). Perceived job autonomy and turnover intention: The moderating role of perceived supervisor support. European Journal of Work and Organizational Psychology, 22(5), 563-573.
• Eells, R.J. (2011). Meta-analysis of the relationshıp between collective teacher efficacy and efficacy to improve school achievement. Leadership and Policy in Schools, 10(3), 349-370. https://doi.org/10.1080/15700763.2011.585537
• Emoja, M. M. (2016). Job satisfaction and teacher turnover intention in secondary schools in Kakamega Central District, Kenya. International Journal of Education and Research, 4(3), 85-100.
• Erdoğan, U., & Dönmez, B. (2015). Adaptation of collective teacher efficacy scale into Turkish: Validity and reliability study. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 21(3), 345-366.
• Fathi, J., & Savadi Rostami, E. (2018). Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment. Journal of Teaching Language Skills, 37(2), 33-64.
• Finster, MP (2013). Öğretmenlerin iş tatmini, örgütsel bağlılıkları, işten ayrılma niyetleri ve fiili işten ayrılma: bütünleştirici yapısal eşitlik modelleme yaklaşımını kullanan ikincil bir analiz, (Yayınlanmamış doktora tezi). Washington Üniversitesi.
• Firestone, W. A. (1996). Images of teaching and proposals for reform: A comparison of ideas from cognitive and organizational research. Educational Administration Quarterly, 32(2), 209-235.
• Frippiat, D., N. Marquis, and E. Wiles-Portier. 2010. Web Surveys in the social sciences: An overview. Population, 65(2), 285–311.
• Gaertner, K. N., & Nollen, S. D. (1989). Career experiences, perceptions of employment practices, and psychological commitment to the organization. Human relations 42(11), 975-991.
• George, L., & Sabapathy, T. (2011). Work motivation of teachers: Relationship with organizational commitment. Canadian Social Science, 7(1), 90-99.
• Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17(7), 807-818.
• Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American educational research journal, 37(2), 479-507.
• Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3-13
• Graham, K. C. (1996). Running ahead enhancing teacher commitment. Journal of Physical Education, Recreation & Dance, 67(1), 45-47.
• Griffeth, R.W., Hom, P.W., & Gaertner, S. (2000) A meta-analysis of antecedents and correlates of employee turnover: Update, moderator tests, and research implications for the next millennium. Journal of Management, 26(3), 463–488.
• Güllü, S., Yildiz, B. S., & Kaya, R. (2020). The mediating effect of organizational commitment between mobbing and turnover intention: An application on physical education and sports teachers. European Journal of Education Studies, 7(2), 181-189.
• Hackman, J.R., & Oldham, G.R. (1976). Motivation through the design of work: Test of a theory. Organizational Behavior and Human Performance, 16(2), 250–279.
• Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of school psychology, 43(6), 495-513.
• Harman, H.H. (1967). Modern factor analysis. University of Chicago Press.
• Heikonen, L., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2017). Early career teachers’ sense of professional agency in the classroom: Associations with turnover intentions and perceived inadequacy in teacher–student interaction. Asia-Pacific Journal of teacher education, 45(3), 250-266.
• Hill, N. S., Seo, M. G., Kang, J. H., & Taylor, M. S. (2012). Building employee commitment to change across organizational levels: The influence of hierarchical distance and direct managers' transformational leadership. Organization Science, 23(3), 758-777.
• Hofstede, G. (1991). Cultures and Organizations: Software of the Mind. McGraw Hill.
• Høigaard, R., Giske, R., & Sundsli, K. (2012). Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit. European Journal of Teacher Education, 35(3), 347-357.
• Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530-1543.
• Hoy, W. K., Sweetland, S. R., & Smith, P. A. (2002). Toward an organizational model of achievement in high schools: the significance of collective efficacy. Educational Administration Quarterly, 38(1), 77-93.
• Hrebiniak, L. G., & Alutto, J. A. (1972). Personal and role-related factors in the development of organizational commitment. Administrative Science Quarterly,17(4), 555-573.
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: A multi disciplinary journal, 6(1), 1-55.
• Huberman, M. (1993). Burnout in teaching careers. European Education, 25(3), 47-69.
• Huning, T. M., Hurt, K. J., & Frieder, R. E. (2020). The effect of servant leadership, perceived organizational support, job satisfaction and job embeddedness on turnover intentions: An empirical investigation. In Evidence-Based HRM: A Global Forum for Empirical Scholarship, 8(2),177-194.
• Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American educational research journal, 38(3), 499-534.
• Istanti, E., Soeherman, A. D. G., Budianto, F., Noviandari, I., & Sanusi, R. (2020). The influences of motivation, work milieu, and organizational commitment on teacher performance in MTS Negeri 4 (Public Islamic School). International Journal of Innovation, Creativity and Change, 3(2), 629-642.
• Jones, J. R., & Harter, J. K. (2005). Race effects on the employee engagement-turnover intention relationship. Journal of Leadership & Organizational Studies, 11(2), 78-88.
• Kafumbu, F. T. (2019). Job satisfaction and teacher turnover intentions in Malawi: A quantitative assessment. International Journal of Educational Reform, 28(2), 207-226.
• Karataş, S., & Güleş, H. (2010). İlköğretim okulu öğretmenlerinin iş tatmini ile örgütsel bağlılığı arasındaki ilişki. Uşak Üniversitesi Sosyal Bilimler Dergisi, 3(2), 74-89.
• Kline, P. (2013). Handbook of psychological testing. Routledge.
• Kolwyck, B. J. (2020). The relationship between efficacy and teacher turnover intent. (Yayınlanmamış doktora tezi). Southern Illinois University at Carbondale.
• Kushman, J. W. (1992). The organizational dynamics of teacher workplace commitment: A study of urban elementary and middle schools. Educational administration quarterly, 28(1), 5-42.
• Küçükusta, D. (2007 ). Konaklama işletmelerinde iş-yaşam dengesinin çalışma yaşam kalitesine etkileri. (Yayınlanmamış doktora tezi). Dokuz Eylül Üniversitesi.
• Leithwood, K., Menzies, T., & Jantzi, D. (1994). Earning teachers’ commitment to curriculum reform. Peabody Journal of Education, 69(4), 38-61.
• Levy, A. J., Joy, L., Ellis, P., Jablonski, E., & Karelitz, T. M. (2012). Estimating teacher turnover costs: A case study. Journal of Education Finance, 38(2),102-129.
• Little, J. W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19(3), 325-340
• Little, J. W. (1990). Teachers as colleagues. In A. Lieberman (Ed.), Schools as collaborative cultures: Creating the future now. Falmer.
• Liu, S., & Onwuegbuzie, A. J. (2012). Chinese teachers’ work stress and their turnover intention. International Journal of Educational Research, 53, 160-170.
• Louis, K. S. (1998). Effects of teacher quality of work-life in secondary schools on commitment and sense of efficacy. School effectiveness and school improvement, 9(1), 1-27.
• Maertz Jr, C. P., Griffeth, R. W., Campbell, N. S., & Allen, D. G. (2007). The effects of perceived organizational support and perceived supervisor support on employee turnover. Journal of Organizational Behavior, 28(8), 1059-1075.
• Malik, M. E., Nawab, S., Naeem, B., & Danish, R. Q. (2010). Job satisfaction and organizational commitment of university teachers in public sector of Pakistan. International journal of business and management, 5(6), 17-26.
• Mattingly, J. W. (2007). A study of relationships of school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover in the context of year-round education calendars, (Yayınlanmamış doktora tezi). University of Louisville.
• Memişoğlu, S. P., & Kalay, M. (2017). İlkokul ve ortaokullarda görev yapan öğretmenlerin örgütsel bağlılık ve motivasyonları arasındaki ilişki (Bolu ili örneği). Electronic Turkish Studies, 12(4), 367-392.
• Metzke, L. K. (1988). A study of the causes of teacher attrition in regular and special education in Wisconsin, (Yayınlanmamış doktora tezi). Marquette University.
• Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61-89.
• Meyer, J. P., & Allen, N. J. (1997). Commitment in the workplace: Theory, research, and application. Sage.
• Meyer, J. P., Allen, N. J., & Smith, C. A. (1993). Commitment to organizations and occupations: extension and test of a three-component conceptualization. Journal of Applied Psyhology, 78(4), 538-551
• MoNE (2021) National Education Statistics. Ankara: MoNE.
• Moolenaar, N. M., Sleegers, P. J., & Daly, A. J. (2012). Teaming up: Linking collaboration networks, collective efficacy, and student achievement. Teaching and teacher education, 28(2), 251-262.
• Morrow, P. C. (1983). Concept redundancy in organizational research: The case of work commitment. Academy of management review 8(3), 486-500.
• Muthén, L.K., & Muthén, B. (2017). Mplus User’s Guide. Muthen & Muthen.
• Newmann, F. M., Rutter, R. A., & Smith, M. S. (1989). Organizational factors that affect school sense of efficacy, community, and expectations. Sociology of Education, 62, 221–238. https://doi.org/10.2307/2112828
• Nieto, S. (2003). Challenging current notions of “highly qualified teachers” through work in a teachers’ inquiry group. Journal of Teacher Education, 54(5), 386-398.
• Okubanjo, A. O. (2014). Organizational commitment and job satisfaction as determinant of primary school teachers turnover intention. Higher Education of Social Science, 7(1), 173-179.
• ÖSYM. (2018). 2018-YKS sınav sonuçlarına ilişkin sayısal bilgiler. https://www.osym.gov.tr
• Özdemir, M. (2008). Decentralization policies in education administration. Amme İdaresi Dergisi 41(3), 153–168.
• Park, I. (2005). Teacher commitment and its effects on student achievement in American high schools. Educational Research and evaluation, 11(5), 461-485.
• Park, K. A., & Johnson, K. R. (2019). Job satisfaction, work engagement, and turnover intention of CTE health science teachers. International journal for research in vocational education and training, 6(3), 224-242.
• Parker, K., Hannah, E., & Topping, K.J. (2006). Collective teacher efficacy, pupil attainment and socio-economic status in primary school. Improving Schools 9(2), 111–129.
• Parker, L. E. (1994). Working together: Perceived self‐and collective‐efficacy at the workplace. Journal of Applied Social Psychology, 24(1), 43-59.
• Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sources of method bias in social science research and recommendations on how to control it. Annual review of psychology, 63(1), 539-569.
• Pomaki, G., DeLongis, A., Frey, D., Short, K., & Woehrle, T. (2010). When the going gets tough: Direct, buffering and indirect effects of social support on turnover intention. Teaching and Teacher Education, 26(6), 1340-1346.
• Porter, L. W., Steers, R. M., Mowday, R. T., & Boulian, P. (1974). Organizational commitment, job satisfaction, and turnover among psychiatric technicians. Journal of Applied Psychology, 59(5), 603-609.
• Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior research methods, 40(3), 879-891.
• Qadach, M., Schechter, C., & Da’as, R. A. (2020). Instructional leadership and teachers' intent to leave: The mediating role of collective teacher efficacy and shared vision. Educational Management Administration & Leadership, 48(4), 617-634.
• Reichers, A E. (1985). A review and reconceptualization of organizational commitment. Academy of Management Review, 10(3), 465-476
• Ronfeldt, M. (2012). Where should student teachers learn to teach? Effects of field placement school characteristics on teacher retention and effectiveness. Educational Evaluation and Policy Analysis, 34(1), 3-26.
• Ronfeldt, M., & McQueen, K. (2017). Does new teacher induction really improve retention? Journal of Teacher Education, 68(4), 394–410.
• Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4-36.
• Rosenholtz, S. J. (1985). Effective schools: Interpreting the evidence. American Journal of Education, 93,353-388.
• Ross, J. A., & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: the mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17, 179-199.
• Shaw, J., & Reyes, P. (1992). School cultures: Organizational value orientation and commitment. The Journal of Educational Research, 85(5), 295-302.
• Singer, J. D. (1992). Are special educators' career paths special? Results from a 13-year longitudinal study. Exceptional children, 59(3), 262-279.
• Song, J. H., Martens, J., McCharen, B., & Ausburn, L. (2011). Multi-structural relationships among organizational culture, job autonomy, and CTE teacher turnover intention. Career and Technical Education Research, 36(1), 3-26.
• Sorensen, L. C., & Ladd, H. F. (2020). The hidden costs of teacher turnover. American Educational Research Association, 6(1), 1-24.
• Synar, E., & Maiden, J. (2012). A comprehensive model for estimating the financial impact of teacher turnover. Journal of Education Finance, 38(2)130-144.
• Tabachnick, B. G., & Fidell, L. S. (2012). Using Multivariate Statistics. Allyn & Bacon.
• Tett, R. P., & Meyer, J. P. (1993). Job satisfaction, organizational commitment, turnover intention, and turnover: path analyses based on meta‐analytic findings. Personnel psychology, 46(2), 259-293.
• Thompson, S. C., Gregg, L., & Niska, J. M. (2004). Professional learning communities, leadership, and student learning. Research in Middle Level Education Online, 28(1), 1-15.
• Tiplic, D., Brandmo, C., & Elstad, E. (2015). Antecedents of Norwegian beginning teachers’ turnover intentions. Cambridge journal of education, 45(4), 451-474.
• Tolentino, R. C. (2013). Organizational commitment and job performance of the academic and administrative personnel. International Journal of Information Technology and Business Management, 15(1), 51-59.
• Tschannen-Moran, M., & Barr, M. (2004). Fostering student learning: The relationship of collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3(3), 189-209.
• Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W.K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68 (2), 202-248.
• Turkish Statical Institute TSI (2021) Nomenclature of territorial units for statistics. Avaliable at: https://tuikweb.tuik.gov.tr.
• Van Waeyenberg, T., Peccei, R., & Decramer, A. (2022). Performance management and teacher performance: The role of affective organizational commitment and exhaustion. The International Journal of Human Resource Management, 33(4), 623-646.
• Vanderberghe, C., Trembley, M. (2008) The role of pay satisfaction and organizational commitment in turnover intentions: A two-sample study. Journal of Business and psychology, 22(3), 275-286.
• Vatou, A., & Vatou, A. (2019). Collective teacher efficacy and job satisfaction: Psychometric properties of the CTE scale. Journal of Contemporary Education Theory & Research, 3(2), 29-33.
• Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. The Journal of Educational Research, 100(5), 303-310.
• Wayne, S. J., Shore, L. M., & Linden, R. C. (1997). Perceived organizational support and leader member exchange: A social exchange perspective. Academy of Management Journal, 40(1), 82-111.
• Weisberg, J. (1994). Measuring workers′ burnout and intention to leave. International Journal of Manpower, 15(1), 4-14.
• Wiener, Y. (1982). Commitment in organization a normative view. Academy of Management Review,7(3), 418-428.
• Yang, C. C., Fan, C. W., Chen, K. M., Hsu, S. C., & Chien, C. L. (2018). As a happy kindergarten teacher: the mediating effect of happiness between role stress and turnover intention. The Asia-Pacific Education Researcher, 27(6), 431-440.
• Yao, J., You, Y., & Zhu, J. (2020). Principal–teacher management communication and teachers’ job performance: the mediating role of psychological empowerment and affective commitment. The Asia-Pacific Education Researcher, 29(4), 365-375.
• Yılmaz, K. (2008). The relationship between organizational trust and organizational commitment in Turkish primary schools. Journal of Applied Sciences 8(12), 2293-2299.
• You, S., & Conley, S. (2015). Workplace predictors of secondary school teachers’ intention to leave: An exploration of career stages. Educational Management Administration & Leadership, 43(4), 561-581.
• Zeinabadi, H. (2010). Job satisfaction and organizational commitment as antecedents of organizational citizenship behavior (OCB) of teachers. Procedia-Social and Behavioral Sciences, 5, 998-1003.
• Zheng, X., Yin, H., & Liu, Y. (2019). The relationship between distributed leadership and teacher efficacy in China: The mediation of satisfaction and trust. The Asia-Pacific Education Researcher, 28(6), 509-518.
• Zhu, C., Devos, G., & Li, Y. (2011). Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school. Asia Pacific Education Review, 12(2), 319-328.