Teachers' Views on Organization Based Self Esteem and Emotional Organizational Commitment


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YÜNER B.

ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, vol.19, no.4, pp.777-799, 2018 (Journal Indexed in ESCI) identifier

  • Publication Type: Article / Article
  • Volume: 19 Issue: 4
  • Publication Date: 2018
  • Doi Number: 10.21565/ozelegitimdergisi.396246
  • Title of Journal : ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION
  • Page Numbers: pp.777-799

Abstract

The aim of this research is to determine the relationship between organizational self-esteem (OBSE) and emotional organizational commitment (EOC) according to views of teachers with and without visual impairments. In addition, the effect of teachers' visual impairment and demographic variables on OBSE and EOC levels were examined. The study was conducted with 275 teachers, 119 of whom have visually impairments and 156 have typical vision. "Organization Based Self-Esteem Scale "and "Emotional Organizational Commitment Scale "were used in the study. The data were analyzed using descriptive statistics such as arithmetic mean, standard deviation, t-test, ANOVA, Kruskal Wallis-H, correlation, as well as confirmatory factor analysis (DFA) and regression techniques. it was observed that both in OBSE and EOC, the gender was a significant variable in favor of male teachers. Analyses revealed that there was a positive and significant relationship between OBSE and EOC and that organization based self-esteem was a significant predictor of emotional organizational commitment.