Relationship between Teacher Views on Levels of Organizational Support - Organizational Identification and Climate of Initiative

This study aimed to identify secondary school teachers’ views on levels of organizational support, organizational identification and climate of initiative and to determine whether there were any significant differences between these views based on teachers’ demographic characteristics and whether there were significant differences between teachers’ climate of initiative levels and levels of their organizational support and organizational identification. Universe of the study conducted with relational screening model was composed of teachers (n=240) employed in Bolu province Anatolian High Schools during 2014–2015 academic year. Organizational Support, Organizational Identification and Climate of Initiative Scales were used in the study as data collection tools. According to research results, teachers were “undecided” in their organizational identification and climate of initiative levels, “agreed” with the organizational support level total scale and its instructional support and justice support sub dimensions and “partially” agreed with the administrative support dimension. While there were no significant differences in teacher views on climate of initiative, organizational support and all its sub dimensions based on gender, marital status, level of education, professional seniority, age and union membership variables, significant differences were identified on organizational identification levels based on age and level of education variables. A low level, positive meaningful relationship was identified for teachers’ climate of initiative, organizational identification and total support, support administrative and support justice levels which are organizational support sub dimensions and no significant relationships were detected with instructional support levels.