MESLEK LİSELERİNDE GÖREV YAPAN KÜLTÜR DERSİ ÖĞRETMENLERİN ÖRGÜTSEL BAĞLILIĞI

Abstract

The primary aim of this study is to examine the organizational commitment levels of cultural studies teachers working in vocational high schools during the 2024-2025 academic year and to present the findings obtained. A qualitative research design has been adopted for this purpose. A purposive sampling method was used to form the research group, and participants were administered a semi-structured interview form. The case study design was employed in this research. The study group consists of 10 cultural studies teachers working in vocational high schools located in the Suruç district of Şanlıurfa. Data collected from the research questions were analyzed through descriptive analysis. The study explored cultural studies teachers' perceptions regarding workload, their views on students, administrators, and vocational subject teachers, as well as how these factors influenced their commitment to their schools. The relationship between organizational commitment and the expectations of cultural studies teachers, as well as the impacts of these expectations, was scrutinized. The findings reveal that the students in vocational high schools possess low levels of academic knowledge and do not prioritize cultural studies. As a result, teachers face challenges in imparting knowledge to students. Additionally, factors such as the higher additional course allowances for vocational subject teachers and the perceived higher status of vocational subject teachers compared to cultural studies teachers contribute to the unwillingness of cultural studies teachers to work in vocational high schools. Data from the interviews indicate that only a small number of teachers exhibit emotional commitment and express satisfaction with their roles. These observed circumstances have a direct influence, either positive or negative, on organizational commitment.

Key Words: Organizational commitment, liberal studies teachers, vocational high school.