In this study the relationship between the organizational identification and organizational communication of primary school teachers is examined through path analysis. The study group in the study is formed by (n=362) primary school teachers working at primary schools located in the center of Bolu in the 2011-2012 academic year. In the study, data were collected through "Organizational Identification Inventory" and "Organizational Communication Inventory". In the analysis of the data in order to identify teachers' organizational identification and organizational communication levels, the percentage, the frequency values, the mean, and standard deviation scores were calculated. Meanwhile, the relationship between organizational identification and organizational communication levels were examined through path analysis. In the study, the mean score about primary school teachers' organizational identification level is (x=3,89, S=,67). In the study, it was found that the highest mean score about primary school teachers' organizational communication level is at the "Mission Essential Communications" sub-dimension x=3,89 (S=,67) while the lowest mean score is at the "Feedback" sub-dimension x=3,49 (S=,80). In the study, the results of path analysis done to identify the relationship between organizational identification and organizational communication levels of teachers revealed that the model is consistent as GFI: 0,99, AGFI: 0,96 and CFI: 1,00.
Organizational Identification, Organizational Communication, Primary School Teacher, the Relational Model Scan, Correlation, Path Analysis.
Organizations are established to carry out specific purposes and are the successful structures to the extent they reach their aims. Organizations should effectively employ human factor which is one of the significant sources to reach their aims and sustain their continuation in competitive world (Topaloglu, 2010). Today, one of the fundamental problems of the organization could be expressed as "harmonization of workers' aims with organizations' aims". Initially, in order to sort this problem out within the attitudes towards job, the study results of such typical subjects as organizational commitment, organizational loyalty, and job satisfaction have been benefitted from (Eicholtz, 2000). Nowadays, it is not surprising regarding the organizational behavior studies to be more benefitted from psychology and sociology (Polat, 2009).
Bringing the membership of organization an important part of workers' personalities and providing them with being proud while defining themselves as the member of organization in today's conditions play a key role in gaining long-term successes (Iscan 2006). Therefore, organizational identification subject, which is required to be examined, has come into prominence in today's organization life.
Organizational identification is admitted as the critical basic component of organizational behavior literature affecting satisfaction of workers and benefit of organization by researchers (Mael & Ashfort, 1989). Lee defines organizational identification as the wide personal identification degree of individuals with their organizations (cited in Patchen, 1970). Patchen describes identification as the portrayal consisting of participation, success and job loyalty (Patchen, 1970). Dutton, Dukerich, and Harquail (1994), portrays identification as an approach concerning manner. Other researchers define identification in terms of individual and organization. Mael and Ashforth (1989) define identification as the perception of being one with organization and experiencing the success and failure of organization as if his/her own ones. Tompkins and Cheney (1987) define identification from the point of view of individual. Generally, many identifications are classified as individual and organization centered. Tompkins and Cheney (1987) assert identification is both product and process. Kogut and Zander (1996) identify identification as rules and regulations employed to coordinate behaviors of individuals. …