Collective teacher efficacy and turnover intentions in Turkish high schools: Mediating role of organizational commitment

Murat Özdemir; Behiye Dağdeviren Ertaş; Gönül Şahin; Oya Uslu Çetin; Sevda Kır

Makale detayları

Collective teacher efficacy and turnover intentions in Turkish high schools: Mediating role of organizational commitment

Yazarlar:

Murat Özdemir | Behiye Dağdeviren Ertaş | Gönül Şahin | Oya Uslu Çetin | Sevda Kır

Yayıncı:

Kocaeli University

Ana Başlıklar:

Eğitim Yönetimi | Teftişi | Planlaması ve Ekonomisi (Diğer)

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.7 Issue 1, pp.386-407

Belge Tipi:

Makale

Yayın Tarihi:

5/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001318694

pISSN:

2636-8846

Anahtar kelimeler:

Özet:

 Teacher continuity is one of the prerequisites for a school to fulfill expected organizational roles. Various organizational problems, notably low academic achievement, are observed at schools where personnel turnover is high. Therefore, it is necessary to disclose the teachers turnover intention drivers. Though they are limited in number, previous studies have revealed that collective teacher efficacy is one of the critical factors influencing turnover intention. However, researchers have yet to focus on the holistic effects of collective teacher efficacy and organizational commitment on turnover intention. Therefore, the current study aims to test the innovative model developed to explore the direct and indirect relations among collective teacher efficacy, organizational commitment, and turnover intention. The data were collected from 607 teachers working in public high schools in 12 different regions of Turkey using a stratified sampling technique. The collective teacher efficacy, organizational commitment, and turnover intention scales were used as data collection tools. Structural equation modeling was used to analyze the data. As a result of the analyses, it was found that collective teacher efficacy was negatively related to teachers turnover intentions. The results of the analysis confirm that organizational commitment is an essential mediator between collective teacher efficacy and turnover intention. Strengthening collective teacher efficacy in schools is vital to reduce teachers turnover intentions. In addition, increasing organizational commitment will positively reduce teachers turnover intentions. The current study is expected to contribute to research focusing on the effects of collective teacher efficacy on teachers turnover intentions.

 Teacher continuity is one of the prerequisites for a school to fulfill expected organizational roles. Various organizational problems, notably low academic achievement, are observed at schools where personnel turnover is high. Therefore, it is necessary to disclose the teachers turnover intention drivers. Though they are limited in number, previous studies have revealed that collective teacher efficacy is one of the critical factors influencing turnover intention. However, researchers have yet to focus on the holistic effects of collective teacher efficacy and organizational commitment on turnover intention. Therefore, the current study aims to test the innovative model developed to explore the direct and indirect relations among collective teacher efficacy, organizational commitment, and turnover intention. The data were collected from 607 teachers working in public high schools in 12 different regions of Turkey using a stratified sampling technique. The collective teacher efficacy, organizational commitment, and turnover intention scales were used as data collection tools. Structural equation modeling was used to analyze the data. As a result of the analyses, it was found that collective teacher efficacy was negatively related to teachers turnover intentions. The results of the analysis confirm that organizational commitment is an essential mediator between collective teacher efficacy and turnover intention. Strengthening collective teacher efficacy in schools is vital to reduce teachers turnover intentions. In addition, increasing organizational commitment will positively reduce teachers turnover intentions. The current study is expected to contribute to research focusing on the effects of collective teacher efficacy on teachers turnover intentions.

 Teacher continuity is one of the prerequisites for a school to fulfill expected organizational roles. Various organizational problems, notably low academic achievement, are observed at schools where personnel turnover is high. Therefore, it is necessary to disclose the teachers turnover intention drivers. Though they are limited in number, previous studies have revealed that collective teacher efficacy is one of the critical factors influencing turnover intention. However, researchers have yet to focus on the holistic effects of collective teacher efficacy and organizational commitment on turnover intention. Therefore, the current study aims to test the innovative model developed to explore the direct and indirect relations among collective teacher efficacy, organizational commitment, and turnover intention. The data were collected from 607 teachers working in public high schools in 12 different regions of Turkey using a stratified sampling technique. The collective teacher efficacy, organizational commitment, and turnover intention scales were used as data collection tools. Structural equation modeling was used to analyze the data. As a result of the analyses, it was found that collective teacher efficacy was negatively related to teachers turnover intentions. The results of the analysis confirm that organizational commitment is an essential mediator between collective teacher efficacy and turnover intention. Strengthening collective teacher efficacy in schools is vital to reduce teachers turnover intentions. In addition, increasing organizational commitment will positively reduce teachers turnover intentions. The current study is expected to contribute to research focusing on the effects of collective teacher efficacy on teachers turnover intentions.

 Bir okulun kendisinden beklenen örgütsel rolleri yerine getirebilmesinin ön koşullarından biri öğretmenlerin devamlılığıdır. İşten ayrılmanın yüksek olduğu okullarda, başta öğrencilerin akademik başarısının düşüklüğü olmak üzere çeşitli örgütsel sorunlar görülmektedir. Bu nedenle öğretmenlerin işten ayrılma niyetini belirleyen faktörlerin ortaya çıkarılması önemli görülmektedir. Önceki çalışmalar kolektif öğretmen yeterliliğinin işten ayrılma niyetini etkileyen temel faktörlerden biri olduğunu ortaya koymuştur. Ancak araştırmacılar, kolektif öğretmen yeterliliği ve örgütsel bağlılığın işten ayrılma niyeti üzerindeki bütünsel etkilerine özel olarak odaklanmamıştır. Bu nedenle mevcut çalışma, kolektif öğretmen yeterliliği, örgütsel bağlılık ve işten ayrılma niyeti arasındaki doğrudan ve dolaylı ilişkileri araştırmak için geliştirilen modeli test etmeyi amaçlamaktadır. Araştırmanın verileri tabakalı örnekleme tekniği ile Türkiyenin 12 farklı bölgesindeki devlet liselerinde görev yapan 607 öğretmenden toplanmıştır. Veri toplama aracı olarak kolektif öğretmen yeterliği ölçeği, örgütsel bağlılık ölçeği ve işten ayrılma niyeti ölçeği kullanılmıştır. Verilerin analizinde yapısal eşitlik modeli kullanılmıştır. Analizler sonucunda kolektif öğretmen yeterliğinin öğretmenlerin işten ayrılma niyetleri ile negatif ilişkili olduğu bulunmuştur. Analiz sonuçları, örgütsel bağlılığın kolektif öğretmen yeterliliği ile işten ayrılma niyeti arasında önemli bir aracı olduğunu doğrulamaktadır. Okullarda kolektif öğretmen yeterliliğini güçlendirecek önlemler, öğretmenlerin işten ayrılma niyetlerini azaltmak için önemli görülebilir. Ayrıca örgütsel bağlılığın arttırılması öğretmenlerin işten ayrılma niyetlerini azaltmaya olumlu katkı sağlayacaktır. Mevcut çalışmanın, kolektif öğretmen yeterliliğinin öğretmenlerin işten ayrılma niyetleri üzerindeki etkilerine odaklanan araştırmalara katkıda bulunması beklenmektedir.

Makale detayları

Collective teacher efficacy and turnover intentions in Turkish high schools: Mediating role of organizational commitment

Yazarlar:

Murat Özdemir | Behiye Dağdeviren Ertaş | Gönül Şahin | Oya Uslu Çetin | Sevda Kır

Yayıncı:

Kocaeli University

Ana Başlıklar:

Eğitim Yönetimi | Teftişi | Planlaması ve Ekonomisi (Diğer)

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.7 Issue 1, pp.386-407

Belge Tipi:

Makale

Yayın Tarihi:

5/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001318694

pISSN:

2636-8846

collective teacher efficacy

organizational commitment

turnover intention

mediating rolekolektif öğretmen yeterliliği

örgütsel bağlılık

işten ayrılma niyeti

aracılık rolü

Sayı

Makale detayları

Yazarlar: Murat Özdemir | Behiye Dağdeviren Ertaş | Gönül Şahin | Oya Uslu Çetin | Sevda Kır

Yayıncı: Kocaeli University

Ana Başlıklar: Eğitim Yönetimi | Teftişi | Planlaması ve Ekonomisi (Diğer)

Dergi: Kocaeli Üniversitesi Eğitim Dergisi Vol.7 Issue 1, pp.386-407

Belge Tipi: Makale

Yayın Tarihi: 5/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001318694

pISSN: 2636-8846

Sayı

Yazarlar:

Murat Özdemir | Behiye Dağdeviren Ertaş | Gönül Şahin | Oya Uslu Çetin | Sevda Kır

Yayıncı:

Kocaeli University

Ana Başlıklar:

Eğitim Yönetimi | Teftişi | Planlaması ve Ekonomisi (Diğer)

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.7 Issue 1, pp.386-407

Belge Tipi:

Makale

Yayın Tarihi:

5/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001318694

pISSN:

2636-8846