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Please use this identifier to cite or link to this item: http://hdl.handle.net/11129/2482

Title: To examine the effect of the motivation provided by the administration on the job satisfaction of teachers and their institutional commitment
Authors: Karslı, Mehmet Durdu
İskender, Hale
Eastern Mediterranean University, Faculty of Education, Department of Education.
TR146645
Keywords: Education administration
Teachers
Motivation
Job Satisfaction
Institutional commitment
Issue Date: 2009
Publisher: Elsevier
Citation: Mehmet Durdu Karslı. To Examine the Effect of The Motivation Provided By The Administration on The Job Satisfaction of Teachers and Their Institutional Commitment,” ELSEVIER, Procedia Social and Behavioral Sciences, Vol. 1, Issue 1, 2009.
Abstract: of teachers and their institutional commitment. Sampling of the research is based on four hundred teachers working in Sakarya. Data was obtained through Minnesota Job Satisfaction Scale, Cook and Wall Institutional Job Commitment Questionnaire and Motivation Questionnaire as well as three questions determining gender, branch and educational status were used. At the end of the research it was found that administration motivated teachers in a positive way and teachers were committed to the institutions. It is also found out that the level of motivation affects the institutional commitment and the level of institutional commitment changes according to motivation given by the administration. The level of motivation also affects the job satisfaction and high motivation causes high job satisfaction whereas low motivation leads to low job satisfaction. The level of job satisfaction affects the institutional commitment and teachers having high job satisfaction show high institutional commitment. The difference between branch variations and level of job satisfaction has been found and branch teachers were observed to have higher job satisfaction than form teachers. It has been found out that gender, branch and educational status doesn't affect teachers' motivation and their institutional commitment.
Description: The file in this item is the publisher version (published version) of the article.
URI: http://hdl.handle.net/11129/2482
ISSN: 1877-0428 (online)
Appears in Collections:ED – Journal Articles: Publisher & Author Versions (Post-Print Author Versions) – Education

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