Organizational and occupational identification: Relations to teacher satisfaction and intention to early retirement

Abstract

Purpose

This paper aims to explore the effects of two work related identification (occupational and organizational) of school teachers on intention to early retirement (withdrawal) and satisfaction with the occupation and satisfaction with the school. It also seeks the influence of perceived external prestige on withdrawal and satisfaction.

Design/methodology/approach

An empirical study was carried out at public schools in Canakkale, Turkey. Data collected from 238 teachers were analyzed. The correlations between identification and organizational prestige, desire for early retirement, and overall satisfaction of teachers were tested with several demographic variables such as age, gender, tenure and union membership. Ordinal logistic regression analysis (OLR) was conducted to reveal probabilistic behavior of response variables on the basis of explanatory variables.

Findings

The results show that both categories of identification have reverse effect on intention to early retirement, and both categories have positive effect on job satisfaction. Perceived external prestige has no effect on intention to early retirement and job satisfaction, but it increases satisfaction from the school. Finally, the “self” and the “occupation” were found salient categories for teachers' identification.

Originality/value

Identification literature has long been concentrated on organizational level identification. This paper explores the influence of both organizational and occupational categories of identification, comparatively. Being a teacher is seen as a prestigious occupation in Turkey. Findings about identity as a teacher also confirmed that “self” and “occupation” are two main identity references in the Turkish setting.

Citation

Gümüş, M., Hamarat, B., Çolak, E. and Duran, E. (2012), "Organizational and occupational identification: Relations to teacher satisfaction and intention to early retirement", Career Development International, Vol. 17 No. 4, pp. 300-313. https://doi.org/10.1108/13620431211255806