RELATIONSHIP BETWEEN WORK-LIFE BALANCE, ORGANIZATIONAL COMMITMENT AND JOB SATISFACTION IN CLASS TEACHERS

Abstract

In education, ensuring efficiency and improving quality are dependent on the work life balance of teachers. The attitudes and behaviors of the teachers towards the institution they work and their attitudes towards the teaching profession significantly affect the achievement of the goals of the school. The aim of this study is to determine how class teachers affect the organizational commitment and job satisfaction of work life balance. In the study, Work Life Balance Scale, Organizational Commitment, Scale and Job Satisfaction Scale questionnaires were conducted for 253 classroom teachers who work in private schools in Bakırköy District of Istanbul Province through relational screening method. The data were analyzed by SPSS 21 program.
In the study, it was found that classroom teachers' perceptions about life was low and work life compliance levels were found to be above the middle level, teachers were emotionally dependent on the educational institutions they worked with and their commitment to continuity was found to be low. In addition, it was found that the teachers' internal and external satisfaction levels were also high. It was determined that the level of perception of female job teachers 'work life and external satisfaction level was lower than that of male teachers, 22-27 years old and 28-33 age group teachers' life consisted of work and teachers were lower than 34-39 age group and 46 years old and older teachers. In addition, it was found that the continued commitment of teachers in the 22-27 age group was lower than the teachers who were older than 46 years of age. It has been determined that married teachers 'perception of life is more than work and their commitment to attendance is higher than single teachers, teachers' ages increase, and long-term studies in the same educational institutions cause perceptions of continuity of work.
The relationships between the work life balance of the classroom teachers, organizational commitment and job satisfaction were determined and it was determined that the perception of continuity of the teachers' emotional commitment, their internal and external satisfaction was affected by the adaptation of work life, and the perception of life consisted of work. In line with the results obtained in the study, suggestions for teachers' work life balance, organizational commitment and job satisfaction were developed.