ابعاد تعهد سازماني دبيران مدارس متوسطه شهر اصفهان

A Study of the Relationship between Organizational Climate of Isfahan High Schools and Teachersʹ Organizational Commitment

The purpose of this research was to investigate the relationship between organizational climate of high school and teachersʹ organizational commitment. The aims of the study were a) to determine the differences between the five dimensions of organizational climate (supportive, directive, collegial, committed, disengaged) and also four dimensions of organizational commitment (professional commitment, organizational commitment, attachment to the work values and job involvement) from the teachersʹ point of views, b) to determine the differences between the dimensions of organizational climate (open/closed) in girls and boys highschools, and c) to determine the relationship between the organizational climate (open / closed) regarding the years of service, gender, academic degrees, course of teaching and type of school. The research method was descriptive - correlational type. The statistical sample consisted of 184male and female high school teachers. They were selected from among the teachers of five districts of Isfahan through a multistage random sampling. The survey instruments included an organizational climate questionnaire with 33 items and the reliability coefficient of 89, and an organizational commitment questionnaire with 37 items and the reliability coefficient 90. The descriptive and inferential statistics were used for analyzing the data. To examine the relationship between the dimensions of organizational climate and the dimensions of teachersʹ organizational commitment, multivariable regressions, the x2 test, Tukey test (HSD), multivariable variance analysis (Manova), Pearson product-moment were used. The research findings revealed that there is a positive and strong relationship between the organizational climate of school and teachersʹ organizational commitment. There was also a relatively strong relationship between each aspect of organizational climate {supportive, directive, collegial, committed, disengaged) and teachersʹ organizational commitment (profressional commitment, organizational commitment, attachment to the work values and job involvement). There were also significant differences between the organizational climate aspects (open/closed) based on gender and years of service, academic degrees and type of school, but no significant difference was observed for course of teaching. There were difference between the organizational climate of school (open / closed) in girls and boys high schools. .