Research Article
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The relationship between teachers' organizational commitment and career anxiety

Year 2025, Volume: 12 Issue: 2, 198 - 221

Tuğba Alagöz , Yusuf İnandı , Yüksel Gündüz

https://doi.org/10.21449/ijate.1472350

Abstract

In this study, it was aimed to examine the relationship between teachers’ organizational commitment and career anxiety. A cross-sectional correlational design belonging to the relational survey model was used. A simple random sampling method was utilized to determine the sample. The sample consisted of 384 teachers. Personal Information Form, Teachers’ Career Anxiety Scale, and Organizational Commitment Scale were applied to collect the data. In data analysis, descriptive statistics, Pearson correlation and regression analysis were used. In the study, teachers' perceptions of career anxiety were found to be high, and their perceptions of organizational commitment were found to be moderate. A negative and lower significant relationship was found between teachers’ career anxiety and organizational commitment. It was determined that teachers’ career anxiety scores could be significantly predicted by their organizational commitment responses. It was concluded that in order to increase the organizational commitment of teachers, it is necessary to realize their career anxiety reasons and levels. Suggestions were made to prevent the factors that hinder organizational commitment and to decrease the career anxiety of teachers.

Keywords

Career anxiety Teachers Organizational commitment

Ethical Statement

Mersin Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulu 05.03.2024 tarih ve 60 sayılı kararı

References

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The relationship between teachers' organizational commitment and career anxiety

Year 2025, Volume: 12 Issue: 2, 198 - 221

Tuğba Alagöz , Yusuf İnandı , Yüksel Gündüz

https://doi.org/10.21449/ijate.1472350

Abstract

In this study, it was aimed to examine the relationship between teachers’ organizational commitment and career anxiety. A cross-sectional correlational design belonging to the relational survey model was used. A simple random sampling method was utilized to determine the sample. The sample consisted of 384 teachers. Personal Information Form, Teachers’ Career Anxiety Scale, and Organizational Commitment Scale were applied to collect the data. In data analysis, descriptive statistics, Pearson correlation and regression analysis were used. In the study, teachers' perceptions of career anxiety were found to be high, and their perceptions of organizational commitment were found to be moderate. A negative and lower significant relationship was found between teachers’ career anxiety and organizational commitment. It was determined that teachers’ career anxiety scores could be significantly predicted by their organizational commitment responses. It was concluded that in order to increase the organizational commitment of teachers, it is necessary to realize their career anxiety reasons and levels. Suggestions were made to prevent the factors that hinder organizational commitment and to decrease the career anxiety of teachers.

Keywords

Career anxiety Teachers Organizational commitment

Ethical Statement

Mersin University Social Sciences Ethics Committee, 05.03.2024-60.

References

  • Akgül, R. (2020). Association teacher's perceptual mobbing level with organizational socialization and organizational commitment and organizational loneliness levels [Master thesis, Fırat University]. Council of Higher Educaion National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=4J_FzTwlrMCH4qBROpXPH_uTGiA8mEG6lrYu3PSXaTMqwDy5CGpRufYGvgWFEt51
  • Akkurt, Z., & Karabağ Köse, E. (2019). Examination of student achievement in terms of school, teacher, and family related variables. PAU Journal of Education, 47, 1 16. https://doi.org/10.9779/pauefd.451853
  • Aksanaklu, P., & İnandı, Y. (2018). The investigation of the relationship between organizational commitment and burnout levels of school administrators. Mersin University Journal of the Faculty of Education, 14(13), 937 955. https://doi.org/10.17860/mersinefd.469769
  • Aktan, O. (2020). Evaluation of postgraduate education in terms of teachers' career development. Higher Education and Science Journal, 10(3), 596 607. https://doi.org/10.5961/jhes.2020.419
  • Akyüz Ünlü, B. (2014). Kadınların kariyer engelleri ile kariyer tatmini ve yaşam doyumu ilişkisi [The relationship between career obstacles, career satisfaction, and life satisfaction of women] [Master thesis, Mehmet Akif Ersoy University]. Council of Higher Education National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=gyLHMouPes CvnhRcjQsKR_8__ 81SZ1iuZldFHVri4i0qBsgWkSCfq4m8dC_jFd
  • Alabaş, R., Kamer, T., & Polat, Ü. (2012). Postgraduate education in teachers' career development: Preference reasons and problems encountered in the process. E-International Journal of Educational Research, 3(4), 89 107. https://www.e ijer.com/tr/pub/issue/8020/105368
  • Alagöz, T., Fakiroğlu, M., & İnandı, Y. Development of teachers' career anxiety scale. International Journal of Active Learning, 8(1), 21 41. https://doi.org/10.48067/ijal.1405582
  • Allen, N.J., & Meyer, J.P. (1996). Affective, continuance, and normative commitment to the organization: An examination of construct validity. Journal of Vocational Behavior, 49, 252-276. https:// doi.org/10.1006/jvbe.1996.0043
  • Amil, O. (2015). Examination of the relationship between employees' perceived career obstacles and perceived performance in terms of various variables. OPUS-Turkey Journal of Social Policy and Labor Studies, 5(9), 7 26. https://dergipark.org.tr/en/pub/opus/issue/22698/242307
  • Baştürk, R. (2007) Investigation of test anxiety levels of pre-service teachers taking civil servant selection examination. Fırat University Journal of Social Science, 17(2), 163-176.
  • Bayraktaroğlu, S. (2006). İnsan kaynakları yönetimi [Human resource management]. Gazi Kitabevi.
  • Bozoğlu, G. (2011). In the view of organizational culture and organizational commitment a comparative research at educational sector in Yalova [Master thesis, Yalova University]. Council of Higher Education National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=EEdeQgIdFRxX5NbvVau Ai_MWReXYGPUm6JrjSxgiYXl5Ha4eIBoj9btafTlRh2P
  • Canpolat, C. (2011). Relationships between teacher motivation and organizational commitment through the implementation of teacher career steps [Master thesis, Fırat University]. Council of Higher Education National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=zD1B0cW7zVr3VcnZjitVXplEjr3WvlrgepGYE1ijE9 B53Jr7ga0_tdHTviTEDin
  • Celep, C. (2000). Teachers organizational commitment in educational organizations. National FORUM of Teacher Education Journal, 10(3), 3-24. https://eric.ed.gov/?id=ED452179
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge Falmer.
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There are 82 citations in total.

Details

Primary Language English
Subjects Measurement and Evaluation in Education (Other)
Journal Section Articles
Authors

Tuğba Alagöz 0000-0003-4300-2076

Yusuf İnandı 0000-0003-2760-0957

Yüksel Gündüz 0000-0002-4710-8444

Early Pub Date May 1, 2025
Publication Date
Submission Date April 23, 2024
Acceptance Date December 24, 2024
Published in Issue Year 2025 Volume: 12 Issue: 2

Cite

APA Alagöz, T., İnandı, Y., & Gündüz, Y. (2025). The relationship between teachers’ organizational commitment and career anxiety. International Journal of Assessment Tools in Education, 12(2), 198-221. https://doi.org/10.21449/ijate.1472350

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