The Relationship Between Teachers' Calling, Job Performance, and Organizational Commitment: The Mediating Role of Work-Related Flow Experience

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dc.contributor.authorÇalışkan, Yurdanur
dc.contributor.authorKılınçarslan, Ömür
dc.contributor.authorEfeoğlu, İbrahim Efe
dc.date.accessioned2025-01-06T17:22:50Z
dc.date.available2025-01-06T17:22:50Z
dc.date.issued2023
dc.departmentAdana Alparslan Türkeş Bilim ve Teknoloji Üniversitesi
dc.description.abstractPurpose - Teachers' work attitudes play an essential role in raising and educating future generations. This study aimed to investigate the effect of teachers' calling on job performance and organizational commitment and the mediating role of work-related flow experience on this effect. Design/methodology/approach- The data was collected through proper surveys received from 377 teachers in Adana. The appropriate data's frequency analysis and factor analysis were done with SPSS 24.0 and SmartPLS 3.3.9 programs, respectively. The Structural Equation Model (PLS-SEM) method was used to determine the path coefficients (hypotheses) and the mediating role of the model created at the second level. Findings-The results have shown that calling positively affects job performance, work-related flow experience, and organizational commitment. The work-related flow experience positively affects job performance and organizational commitment. While the partial mediating role of work-related flow experience in the relationship between calling and job performance was affirmed, the mediating role of work-related flow experience in the relationship between calling and organizational commitment could not be confirmed. Discussion– Teachers with positive attitudes and behaviors towards their profession have trained qualified human resources in the educational system. Teachers who have a calling sense could experience work related flow experience under suitable conditions, and this could positively affect both their job performance and organizational commitment. Therefore, a supportive environment with managerial and peer support should be created in schools for teachers to find their work more meaningful and increase their calling and work-related flow experiences.
dc.identifier.doi10.20491/isarder.2023.1622
dc.identifier.endpage864
dc.identifier.issn1309-0712
dc.identifier.issue2
dc.identifier.startpage848
dc.identifier.trdizinid1190314
dc.identifier.urihttps://doi.org/10.20491/isarder.2023.1622
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1190314
dc.identifier.urihttps://hdl.handle.net/20.500.14669/489
dc.identifier.volume15
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofİşletme Araştırmaları Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241211
dc.subjectEğitim
dc.subjectEğitim Araştırmaları
dc.titleThe Relationship Between Teachers' Calling, Job Performance, and Organizational Commitment: The Mediating Role of Work-Related Flow Experience
dc.typeArticle

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