The relationship between power distance and organizational commitment in primary schools

Abstract

The aim of this study is to determine the relationship between organizational commitment and power distance. The study has a correlational survey research model. The population of the study consists of a total of 4838 teachers working in the primary schools in the center of the city of Balıkesir and in the centers of its districts in the 2012-2013 educational year. The sample of the study consists of 1506 teachers that were selected using the purposive sampling method. Data were collected using Power Distance Scale and Organizational Commitment Scaleby lopment Hofstede. In data analysis, independent group t-test and ANOVA were used. In order to determine the level of the relationship between power distance and organizational commitment, Pearson correlation test and simple linear regression analysis were performed. The study has found that the level of the power distance that the teachers perceive in schools was at the medium level and that their commitment to their institutions was mostly emotional commitment. The correlation between power distance and organizational commitment was found to be negative, at low level and significant. In the sub dimensions of organizational commitment, the correlation between power distance and emotional and normative commitment was found to be negative; and the correlation between power distance and attendance commitment was found to be low and positive.