The Mediating Effect of Workaholism in the Relationship between Teacher and Principal Behaviours Related to School Climate and Organizational Commitment

Abstract

It was aimed to determine the mediating effect of workaholism in the relationship between teacher and principalbehaviours related to school climate and organizational commitment in this study. The study was designed throughcorrelational survey method. Organizational Climate Scale, DUWAS (Dutch Work Addiction Scale), Meyer andAllen Organizational Commitment Scale were used as data collection tools. 266 teachers working at primary andsecondary schools in Kütahya Province created the sample of the study. In accordance with the aim of the study,different measurement models were set and tested by structural equation modelling. In terms of the findings, thetests of only two models are successful. It is statistically proved that workaholism has a mediating effect only in therelationships between supportive principal behaviour and normative and continuance commitment dimensions oforganizational commitment. The positive relationship between supportive principal behaviour and organizationalclimate strengthens with the workaholic behaviours the teachers experience. In other words, workaholic teachersare more committed to their organizations in which the supportive principal behaviours are observed in comparisonwith their colleagues. However, any mediating effect of workaholism cannot be found in the relationships betweendirective principal behaviour, restrictive principal behaviour, collegial teacher behaviour, intimate teacher behaviour,disengaged teacher behaviour and organizational commitment.