The relationship between teachers’ job embeddedness and vocational belonging perceptions

In this study, the relationship between primary school teachers’ perceptions of job embeddedness and vocational belonging was analyzed using the correlational research model. The study group consisted of 258 primary school teachers working at primary schools located in Bolu city center in the 2017-2018 academic year. The research data were collected using through two scales: (1) the “Job Embeddedness Scale” originally developed by Mitchell et al. (2001), revised by Felps et al. (2009) and adapted into Turkish by Kıran (2017), and (2) the “Vocational Belonging Scale” developed by Keskin and Pakdemirli (2016). The study was designed as a correlational study in order to analyze the relationship between primary school teachers’ job embeddedness and vocational belonging perceptions. The data were analyzed through SPSS for Windows 21 program. For the analysis of the data, the percentage and frequency values, the mean and the standard deviation scores of the scales were calculated. The findings revealed a positive, moderate level relationship between teachers’ job embeddedness and vocational belonging perceptions. © 2018 by authors, all rights reserved.