The Pattern of Relationships Between School Size, School Culture, and Teachers' Organizational Commitment and Students' Academic

Abstract

The main goal of schools is to establish students in cognitive, affective and physical areas. In general, the academic success of the students is taken into consideration as the cognitive domain output. This research sought to figure out whether there was a connection between the size of the school, the teachers' organizational commitment, the school culture, and the students' academic success. Additionally, it aims to figure out the impact of school culture, instructors' organizational commitment, and school size on secondary and highschool students' academic progress. The relational survey model was used to run the research. A total of 445 secondary and high school teachers made up the research's sample. The Teacher Information Form, Organizational Culture Scale, and Organizational Commitment Scale were used to gather data. The average scores on the High School Pass Test (HSPT [LGS]) for secondary school students and the Basic Talent Exam (BTE [TYT]) for high school students were used to measure academic success. The student size of the schools for which data was collected was taken as the size of the school. The data were analyzed by performing correlation and regression analysis. According to the findings, it has been determined that there is a significant relationship between school culture and teachers' organizational commitment, school size and academic success of students in different directions and levels. While teachers' organizational commitment is positively affected by the school culture, it is negatively affected by the size of the school. Although the effect of teachers' organizational commitment on students' academic success is positive, it is at a low level. School culture, teachers' organizational commitment and school size together significantly predict the academic success of students.