İlköğretim Okullarında Görev Yapan Öğretmenlerin Bezdiri Yaşama Düzeyi İle Örgütsel Bağlılıkları Arasındaki İlişkinin İncelenmesi

Abstract

The purpose of this study is to determine the relationship between the mobbing experience of teachers in the education institution they work and their organizational commitment. In this study which is relational screening model, consulted to randomly selected total of 750 teachers who working 45 public primary schools at all district and province of Tokat. İn this study, "Negative Acts Questionarrie (NAQ)" was used in order to determine the level of mobbing according to the perceptions of primary school teachers, and "Organizational Commitment Questionnaire (OCQ)" was used ın order to measure the level of organizational commitment of teachers as a means of data collection tools. Sub-problems to solve, the data obtained by means of scales transferred to the SPSS 17 package program, calculated arithmetic mean, standard deviation values, pearson correlation coefficients and regression analysis was made. Significance level of .05 was used for statistical analysis. The following conclusions are reached as a result of the research; the highest organizational commitment of teachers is the emotional commitment, and normative commitment is followed this. It has been concluded that the lowest organizational commitment of teachers is continuation commitment. There is moderate negative and significant relationship between exposure mobbing level of teachers, working in primary schools with the emotional commitment, and normative commitment of teachers. It is concluded that the relationship between mobbing level and continuation commitment of teachers is lower, positive and significant. As a result of this study, as the frequency of teachers' mobbing experince is advancing, the organizational commitment level which is perceived by school teachers is reducing. * Bu makale Hanifi Yumuşak 'ın Sabri Çelik danışmanlığında yürüttüğü yüksek lisans tezinden üretilmiştir.