Analysis of the Relationship between Teachers' Perceptions of Organizational Identification and Meaningful Work

Abstract

Teachers that identify with their organizations and find meaning at work can contribute to their students and schools from various aspects. However, there is limited evidence on teacher perceptions of organizational identification and meaningful work in the literature. The present research aims to determine the relationship between teachers' organizational identification and meaningful work perceptions. This quantitative research is in correlational design. The sample of the research consists of 330 teachers working in Kahramanmaraş. The scales of meaningful work for educational organizations and organizational identification were used as data collection tools. In the analysis of the data, Pearson correlation coefficient was calculated, and regression analyses were performed. Research findings show that there is a positive, moderately significant relationship between organizational identification and meaningful work. Organizational identification is a significant predictor of meaningful work. Organizational identification has positive and moderately significant relationships with the sub-dimensions of meaningful work (meaning at work, transcendence at work, work relationships, meaning leadership at work, humility at work), and while it is a significant predictor of these dimensions. Nevertheless, it shows no significant relationship with the dimension of search for meaning at work. Implications for identifying with organizations and meaningful work are discussed.