The Relationship Between Work-Life Balance and Organizational Commitment According to the Opinions of Primary School Teachers

Abstract

The purpose of this study it was to determine the relationship between work life balance and organizational commitment according to the opinions of teachers, working in official primary and secondary schools affiliated to the Ministry of National Education. In the study, exploratory model of correlational survey method was used. The population of the research consists of primary education teachers working in Antalya's Muratpaşa, Kepez, Konyaaltı, Aksu and Döşemealtı districts in the 2019/2020 academic year. Probability-based sampling methods were used to determine the sample. As a result, teachers' work-life balance is low in the negative effect of life on work; It has been determined that the negative effect of the job on life is moderate in the dimension, the positive effect of the work on life is moderate and the positive effect of life on work is high. It was understood that teachers' organizational commitment was at a moderate level in emotional commitment, continuance commitment and normative commitment. It was determined that there is a significant relationship between all sub-dimensions except the relationship between the negative effect of the job on life and the negative effect of life on work and the dimensions of attendance and normative commitment.

The Effect of Teacher Autonomy on Teachers' Professional Dedication

“…Teachers' perceptions of dedication to the profession are high in all dimensions, including commitment to the profession, devotion to students, and selfless work. Ekinci (2012), Aytekin (2016), Alim (2019), and Ertürk (2021) also concluded that teachers have high devotion to the profession. In this context, the results of this study are similar to the results of the studies in the literature.…”