DOI: 10.21764/maeuefd.1844141 ISSN: 1302-8944

Investigating the relationship between teachers’ organizational identification levels and school digital maturity

Ahmet Can Abbak, Ahmet Ateş, Nurullah Yazgönül
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In contemporary educational organizations, digitalization is transforming not only teaching processes but also the psychosocial experiences of employees. Organizational identification, which represents teachers' sense of belonging and commitment to their institution, is an important psychological construct that must be considered in conjunction with a school's digital transformation capacity. The purpose of this study is to examine the relationship between teachers' organizational identification levels and schools' digital maturity levels, and to reveal whether these variables differ according to demographic factors. The study, which employed a descriptive survey model based on quantitative research methods, employed a purposive sampling strategy with maximum variation of 412 teachers working in the province of Adana. Data were collected using the single-factor structure Organizational Identification Scale adapted into Turkish by Kalemci and Tüzün and the School Digital Maturity Scale adapted by Balyer et al. Analyzes were conducted using SPSS 23 software and employed descriptive statistics, t-tests, one-way ANOVA, Pearson correlation, and multiple linear regression techniques. The findings indicated that teachers' organizational identification and digital maturity levels were moderate. Additionally, significant differences were found in certain dimensions of digital maturity based on school type and status. Correlation and regression results revealed positive and low-level relationships between organizational identification and certain sub-dimensions of digital maturity. The research emphasizes the impact of digital transformation processes on teacher engagement, suggesting that the interaction between technology and psychology should be examined more comprehensively in the field of educational administration.

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