The relationship between teachers' organizational commitment, job satisfaction and whistleblowing

The aim of this study was to assess the relationship between teachers’ organizational commitment, job satisfaction and whistleblowing behaviors and to evaluate their contribution to sustainability in education. The study consisted of a total of 4108 teachers who worked at primary and secondary schools during the 2018–2019 academic year in the Çankaya district of the Ankara province. The sample comprised of 601 teachers who were selected through a simple random sampling method. The organizational Commitment Scale (OCS), the Job Satisfaction Scale (JSS) and the Whistleblowing Scale were used as the data collection tools in the study. For the analysis of the data, SPSS 18.0 and LISREL 8.80 statistical package programs were used. Descriptive statistics on variables were performed on SPSS program and the testing of the model in which the effects of job satisfaction on whistleblowing and organizational commitment on job satisfaction were studied was carried out using path analysis technic in LISREL 8.80 program. According to the results of the study, there was a moderate level of positive and significant relationship between organizational commitment and job satisfaction. There was also a moderate level of positive and significant relationship between organizational commitment and whistleblowing behaviour. A low level of negative significant relationship was found between job satisfaction and whistleblowing. As the teachers’ organizational commitment increased, their job satisfaction and whistleblowing behaviours also increased. However, as their job satisfaction levels increased, their whistleblowing behaviours decreased. In this regard, it can be concluded that sustainability in educational institutions can be ensured by increasing the level of organizational commitment

Occupational burnout and cyberloafing among teachers: Analysis of personality traits, individual and occupational status variables as predictors

One of the phenomena that causes remarkable losses in terms of productivity and cost in organizations is occupational burnout. Burnout is encountered in different occupational groups. However, in professions that are in contact with a large number of people as part of their responsibilities, such as teaching, burnout is a problem that is far more on the foreground. In addition, emotional burnout, which is seen as the first step before occupational burnout, can cause workers to feel insufficient at the point of carrying out tasks related to their duties, leading to behaviour that is out of their fields such as cyberloafing. Addressing this situation in terms of teaching profession, the feeling of inadequacy in educational activities during the course may prevent the teacher from fulfilling any responsibilities while using a device that has internet access. In this context, the aim of this study is to investigate the factors that predict the cyberloafing and burnout levels of teachers working in different fields. This research is a relational research. This research was carried out with the participations of 194 teachers from different branches working in various provinces in Turkey. In this study, a personal information form and three different data collection tools were used. Analysis of the collected data was performed by hierarchical linear multiple regression analysis. The 9 models, created separately with cyberloafing and burnout, were found to be significant in the study. Demographic variables, ICT usage status variables, occupational variables and personality traits were used in these models. Therefore, all the hypotheses included in the research were accepted. As a result of the research, demographic variables were found to be the most important model to predict teachers' occupational burnout. The most important model explaining teachers' cyberloafing situations is their ICT usage. (C) 2018 Western Social Science Association. Published by Elsevier Inc. All rights reserved