The factors affecting organizational commitment of English language instructors in Turkish context
Yükleniyor...
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Çağ Üniversitesi, Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
This research study explores several factors that impact how committed English language teachers are at universities in Türkiye. It specifically investigates how job satisfaction, school climate, and teacher empowerment interact. Understanding organizational commitment is significant for improving educational results, therefore, this research study examines the relationships among these factors, offering insights into how they influence one another. The research uses a mixed-method approach, utilizing multiple regression analysis and structural equation modeling (SEM). Data were collected from a varied group of 114 English language instructors at both public and private universities in Türkiye. The sample reflects the diversity in demographics and professional backgrounds in the field, including differences in gender, teaching experience, and institutional roles. Data collection tools used include the Teachers’ Job Satisfaction Questionnaire (TJSQ) (Lester, 1987), School Climate Survey (PBİS, 2022), Teachers Empowerment Scale (Yin et al., 2009), and Organizational Commitment Questionnaire (Mowday et al., 1967) ensuring a thorough data collection process. Findings of the study reveal the importance of trust in the school environment, instructors' perception of their status, school safety, and personal relationships for enhancing organizational commitment. Job satisfaction emerges as the strongest predictor of commitment, pointing to the need for supportive work conditions and their community of practice. The analysis shows that senior teachers tend to be more committed, indicating that experienced educators feel more loyal to their institutions. Additionally, structural and psychological aspects of teacher empowerment are identified as significant factors that boost organizational commitment, with trust and status perception playing a major role in teachers' sense of belonging. The implications of this research are significant, offering practical recommendations for university leaders, policymakers, and educational authorities. The study emphasizes the need for a supportive school climate filled with trust, safety, and recognition of teachers' roles. By focusing on these areas, institutions can improve teacher well-being, lower burnout rates, and enhance overall education quality. Moreover, the findings provide a basis for future research, particularly in applying these insights to other educational settings and disciplines. This research contributes to a better understanding of how individual, institutional, and organizational factors interact regarding organizational commitment. The insights gained can significantly impact English language teaching practices, professional growth, and the improvement of education quality in Türkiye and elsewhere. Furthermore, this study stresses the importance of aligning institutional goals with the professional and personal goals of teachers, ultimately fostering a more unified and effective educational environment.
Açıklama
Anahtar Kelimeler
Organizational commitment, job satisfaction, teacher empowerment, school climate, Structural Equation Modeling (SEM)
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Ekizoğlu,M. (2025). The factors affecting organizational commitment of English language instructors in Turkish context. (Yayımlanmamış Doktora tezi). Çağ Üniversitesi Sosyal Bilimler Enstitüsü İngiliz Dili Eğitimi Bölümü Ana Bilim Dalı, Mersin.
