The Relationship between Physical Conditions of School Buildings and Organizational Commitment According to Teachers’ Perceptions
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The aim of this study is to determine the relationship between the physical conditions of school buildings andorganizational commitment according to the perceptions of teachers in public primary schools. The researchpopulation consists of 2450 teachers from 92 primary schools in the central district of Diyarbakır/Turkey in theacademic year of 2017-2018. The data collection instrument was applied to randomly selected 534 teachers from 27schools. “School Buildings Scale" developed by Çağlayan and Yılmaz (2011) and “Organizational CommitmentScale" developed by Meyer, Allen and Smith (1993), and adapted into Turkish by Dağlı, Elçiçek and Han (2017)were used in this study.Some important findings of the study are listed below: According to teachers' perceptions, the highest item that isassociated with the school buildings was found in the dimension of “General view (M=3,58; Quite adequate), theitem with the lowest level was found in the dimension of “Fields reserved for students” (M=2,44; insufficient). Themean of the whole scale was found as (M=2.99) “Partially adequate”. It was determined that the highest mean ofteachers' perceptions about organizational commitment (M=3.50; Agree) was in “affective commitment” dimensionand the lowest mean (M=2,94; Undecided) in the dimension of “normative commitment”. Teachers participated inthe total mean of the organizational commitment scale at the level of (M=3.19; Undecided). Generally, it was foundthat there was a moderate and positive relationship between the school building scale and organizational commitmentscale (r=,561, p <0.01). This shows that, as the physical conditions of the school buildings are improved, theorganizational commitment of the teachers is increased.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it