Analysis of the Relation of Teachers’ Organizational Identification and Organizational Communication

Abstract

In this study the relationship between the organizational identification and organizational communication of primary school teachers is examined through path analysis. The study group in the study is formed by (n=362) primary school teachers working at primary schools located in the center of Bolu in the 2011-2012 academic year. In the study, data were collected through “Organizational Identification Inventory” and “Organizational Communication Inventory”. In the analysis of the data in order to identify teachers’ organizational identification and organizational communication levels, the percentage, the frequency values, the mean, and standard deviation scores were calculated. Meanwhile, the relationship between organizational identification and organizational communication levels were examined through path analysis. In the study, the mean score about primary school teachers’ organizational identification level is (x=3,89, S=,67). In the study, it was found that the highest mean score about primary school teachers’ organizational communication level is at the “Mission Essential Communications” sub-dimension x=3,89 (S=,67) while the lowest mean score is at the “Feedback” sub-dimension x=3,49 (S=,80). In the study, the results of path analysis done to identify the relationship between organizational identification and organizational communication levels of teachers revealed that the model is consistent as GFI: 0,99, AGFI: 0,96 and CFI: 1,00.