To examine the effect of the motivation provided by the administration on the job satisfaction of teachers and their institutional commitment

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dc.contributor.authorKarsli, Mehmet D.
dc.contributor.authorIskender, Hale
dc.date.accessioned2025-01-27T20:27:13Z
dc.date.available2025-01-27T20:27:13Z
dc.date.issued2009
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.descriptionWorld Conference on Educational Sciences -- FEB 04-07, 2009 -- Nicosia, CYPRUS
dc.description.abstractof 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. (C) 2009 Elsevier Ltd. All rights reserved
dc.identifier.doi10.1016/j.sbspro.2009.01.396
dc.identifier.endpage2257
dc.identifier.issn1877-0428
dc.identifier.issue1
dc.identifier.scopus2-s2.0-67649395811
dc.identifier.scopusqualityN/A
dc.identifier.startpage2252
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2009.01.396
dc.identifier.urihttps://hdl.handle.net/20.500.12428/22622
dc.identifier.volume1
dc.identifier.wosWOS:000275580400385
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherElsevier Science Bv
dc.relation.ispartofWorld Conference on Educational Sciences - New Trends and Issues in Educational Sciences
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20250125
dc.subjectEducation administration
dc.subjectTeachers
dc.subjectMotivation
dc.subjectJob Satisfaction
dc.subjectInstitutional commitment
dc.titleTo examine the effect of the motivation provided by the administration on the job satisfaction of teachers and their institutional commitment
dc.typeConference Object

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