Organizational and occupational identification Relations to teacher satisfaction and intention to early retirement

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dc.authoridColak, Ertugrul/0000-0003-3251-1043
dc.contributor.authorGumus, Murat
dc.contributor.authorHamarat, Bahattin
dc.contributor.authorColak, Ertugrul
dc.contributor.authorDuran, Erol
dc.date.accessioned2025-01-27T20:58:26Z
dc.date.available2025-01-27T20:58:26Z
dc.date.issued2012
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractPurpose - This paper aims to explore the effects of two work related identification (occupational and organizational) of school teachers on intention to early retirement (withdrawal) and satisfaction with the occupation and satisfaction with the school. It also seeks the influence of perceived external prestige on withdrawal and satisfaction. Design/methodology/approach - An empirical study was carried out at public schools in Canakkale, Turkey. Data collected from 238 teachers were analyzed. The correlations between identification and organizational prestige, desire for early retirement, and overall satisfaction of teachers were tested with several demographic variables such as age, gender, tenure and union membership. Ordinal logistic regression analysis (OLR) was conducted to reveal probabilistic behavior of response variables on the basis of explanatory variables. Findings - The results show that both categories of identification have reverse effect on intention to early retirement, and both categories have positive effect on job satisfaction. Perceived external prestige has no effect on intention to early retirement and job satisfaction, but it increases satisfaction from the school. Finally, the self and the occupation were found salient categories for teachers' identification. Originality/value - Identification literature has long been concentrated on organizational level identification. This paper explores the influence of both organizational and occupational categories of identification, comparatively. Being a teacher is seen as a prestigious occupation in Turkey. Findings about identity as a teacher also confirmed that self and occupation are two main identity references in the Turkish setting.
dc.identifier.doi10.1108/13620431211255806
dc.identifier.endpage313
dc.identifier.issn1362-0436
dc.identifier.issn1758-6003
dc.identifier.issue4-5
dc.identifier.scopus2-s2.0-84864469516
dc.identifier.scopusqualityQ1
dc.identifier.startpage300
dc.identifier.urihttps://doi.org/10.1108/13620431211255806
dc.identifier.urihttps://hdl.handle.net/20.500.12428/26705
dc.identifier.volume17
dc.identifier.wosWOS:000311524700001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherEmerald Group Publishing Ltd
dc.relation.ispartofCareer Development International
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.subjectOrganizational identification
dc.subjectOccupational identification
dc.subjectSatisfaction
dc.subjectExternal prestige
dc.subjectIntention to early retirement
dc.subjectTeachers
dc.subjectRetirement
dc.subjectTurkey
dc.subjectJob satisfaction
dc.titleOrganizational and occupational identification Relations to teacher satisfaction and intention to early retirement
dc.typeArticle

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