Yar Ali METE [1] , Hüseyin SERİN [2]
Established to meet social and individual needs, schools have been seen as an important source of social and individual change, especially after the second half of the twentieth century (Olson, 2007). Teachers have the primary role in fulfilling this task assigned to schools. Teachers, who are responsible for planning and managing educational efforts effectively, have a greater effect on school than other elements (Tumin, 1965; Clark, 1984; Lockheed, 1989; Solmon, 1996; Ba?aran, 1996; Güne?, 1995; Konan, 2002; Celep & Polat, 2008). Teachers' ability to reveal the products expected from education systems and to fulfill their duties fully depends on their functioning in an appropriate organizational environment. Organizational commitment behavior, one of the important variables of the organizational environment, has been a subject of interest to researchers for many years. The number of studies on the level of organizational commitment that affects the fulfillment of duties expected from teachers has increased especially in recent years (Sheldon, 1971; Buchanan, 1979; Varo?lu, 1993; Balay, 2000; Celep, 2001; Laschinger, Finegan & Shamian, 2001; Zangaro, 2001. ; Chen et al., 2003; Koukkanen, Leino-Kilpi & Catalyst, 2003; Guatam, 2005; Frow, 2007; Tutar, 2007; Buluç, 2009). Laschinger, Finegan & Shamian, 2001; Zangaro, 2001; Chen vd., 2003; Koukkanen, Leino-Kilpi & Katajist, 2003; Guatam, 2005; Frow, 2007; Tutar, 2007; Buluç, 2009). Laschinger, Finegan & Shamian, 2001; Zangaro, 2001; Chen vd., 2003; Koukkanen, Leino-Kilpi & Katajist, 2003; Guatam, 2005; Frow, 2007; Tutar, 2007; Buluç, 2009).
