1. Introduction

Although people are willing to maintain their existence as individuals, they need others to fulfill their certain needs. Individuals gather together under the same roof of an organization for this need (Tosun, 1987). The commitment between the individuals gathering together for realizing certain objectives is essential for the continuity of the organization. It is expected that the commitment levels of the individuals who are aware of each other, value each other and are valued by the others are high (Uğurlu, 2009). The human being, who has become an important element in terms of the management science in this context, maintains this importance increasingly and the relationship of the human with the organization is tried to be explained in the scope of the organizational commitment (Durna and Eren, 2005). Organizational commitment is shaped by the rules, symbols, values and beliefs owned by the organizational culture (Shaw and Reyes, 1992).  In this context, organizational commitment has a vital importance in terms of giving meaning to the relationships within the organization (Shiu, Jiang and Zaefarian, 2014).

Organizational commitment is a vital component in any effective organization that enables the existence of educational institutions together, contributes to the educational processes directly and increases the teacher satisfaction (Brantley, 1993).  Therefore, the organization commitment is brought to the agenda more frequently because of the human factor in the institutions providing educational services (Celep, Bülbül and Tunç, 2000). The positive perceptions of teachers on their professions and at what level they are identified with their professionals are discussed within the framework of organization commitment (Özden, 1997).  In this context, it can be stated that the organizational commitment levels of the individuals working in the field of education emerge at the end of a certain process in proportion to the years of experience in the organizational life (Buchanan, 1974). As a result of the research, it is observed that the teachers’ commitment positively affects the school climate and social-emotional learning (Collie, Shapka and Perry, 2011). According to the findings of Firestone (1996), the teachers, whose organizational commitment decreases, show less effort in terms of increasing the quality of the education in the school.

Due to the difficulty level of the mathematics lesson and the prejudices of the students against this lesson, the commitment of the mathematics teachers to their institutions and the level of burnout become important. It is obvious that the mathematics teachers with a high level of organizational commitment and low level of burnout will be more beneficial to the students. The purpose of this research is to determine the organizational commitment and burnout levels of mathematics teachers and describe the relationships between the organizational commitment and burnout levels of mathematics teachers.

  1. Research Model

The research is in a survey model. The survey model is a research approach that aims to describe the past or current situation in the way it exists. The situation, individual or object that is the subject of the research is tried to be defined in its own conditions (Karasar, 2003). In this context, organizational commitment and burnout perceptions of mathematics teachers and the relationships between the perceptions of mathematics teachers regarding these two issues are described in the research.

The universe of the research is the Mathematics Teachers working in the secondary and high schools in Sivas Center affiliated to the Ministry of National Education. In the research, reaching the whole universe was aimed and samples weren’t taken. In this context, “self-sampling universe” method was used (Çilenti, 1984) and the whole universe was reached. The method was applied to the 110 mathematics teachers working in 44 secondary schools and 136 mathematics teachers working in 27 high schools. All schools were visited and 246 teachers in total were reached. However, due to the voluntary basis, 95 of the secondary school teachers and 73 of the high school teachers answered the scales.

Organizational Commitment Scale and Maslach Burnout Inventory were used in the study as the data collection tool. The data were analyzed in SPSS package program. In determining the levels of organizational commitment and burnout, arithmetic mean and standard deviation values were included in the study and; to determine the relationships between the level of organizational commitment and burnout,    simple and multiple regression values were included in the study.

  1. Findings, Discussion and Results

According to the research results, the perception level of Emotional Commitment, continuance Commitment and Normative Commitment dimensions, which are sub dimensions of Mathematics teachers organizational commitment, turned out to be “neutral”. The perception of mathematics teachers in the Emotional Burnout, Desensitization and Personal success which were sub-dimensions of the burnout level,  were turned out to be “neutral”. When the relationship between burnout perceptions and organizational commitment of mathematics teachers was assessed using the simple regression statistics technique, a correlation between burnout perceptions and organizational commitment was observed. According to this relationship, as the organizational commitment of mathematics teachers increases, burnout levels decrease. As mathematics is considered more difficult than other teaching subjects, the organizational commitment and burnout level of mathematics teachers gain importance. In this regard, in the research, suggestions were made to increase the organizational commitment of mathematics teachers and to reduce burnout levels.

Within the scope of the research, the following suggestions can be offered; creating social environments that will reduce the emotional stress of the teachers in their inner worlds and eliminate their problems in finding resources; providing in-service trainings for establishing more productive communication between the other members of the organization (student, parent, manager, colleague etc.) that they meet in the organizations they are a member of; producing organizational processes in which teachers can discover their own skills regardless of their seniorities; increasing the number of social activities that have a positive impact on the organizational commitment and can decrease the level of burnout perception; while creating organizational structures and designing their purposes and methods, paying attention to the fact that the continuance commitment, which is not a preferred commitment type in terms of an organization like school can be negatively affected by emotional burnout; and creating environments where teachers can refresh their emotional reserves in the educational institutions where emotionality is inevitable in the communication with people.

Keywords: Organizational Commitment, Burnout, Mathematics Teacher