THE RELATIONSHIP BETWEEN THE EMPOWERMENT OF TEACHERS BY SCHOOL ADMINISTRATORS AND ORGANIZATIONAL COMMITMENTS OF TEACHERS

Abstract

This research which aimed to investigate the relationship between the empowerment of teachers by high school administrators and school commitments of teachers was designed in relational screening model. The study group of the research was composed of 188 volunteer teachers working in the public Anatolian High Schools in Aydin during 2017. “Behavioral Teacher Empowerment” and “Organizational Commitment” scales were used. As a result of the research, it was determined that the highest empowerment was in the administrative support dimension and the highest commitment level was in the affective commitment dimension. It was revealed that there was not a significant difference in the dimensions of empowerment according to gender, seniority and branch variables of teachers. In the analyses performed regarding the commitment levels of teachers, while there was not a significant difference in terms of the dimensions according to branch variable, it was found that female teachers had higher affective commitments than male teachers. Teachers with professional seniority of 31-40 years had higher affective commitments than those with professional seniority of 11-20 years. It was determined that the highest level of relationship was between communication and affective commitment dimensions.