Purpose: Music education is a learning and teaching process that creates cognitive, affective and psychomotor changes in the behaviors of an individual. One of the most important elements of this process is the music teacher. The experiences of music teachers in the work environment also affect the quality of education they provide. Therefore, this study aimed to determine the relationship between the levels of mobbing experienced by, and the organizational commitment and job satisfaction of music teachers working at primary schools.
Research Methods: This research was conducted with relational survey model. The study group comprised of music teachers working at primary schools in Ankara province. 248 music teachers in total were included in the sampling by stratified sampling method. Research data were collected by means of Negative Behavior Scale, Organizational Commitment Scale and Job Satisfaction Scale.
Findings: According to the results of the study, significant negative relationship was found between the level of mobbing experienced by, and the levels of job satisfaction and organizational commitment of music teachers. In addition, it was determined that organizational commitment and job satisfaction significantly predicted mobbing behavior.
Implications forResearch and Practice: When taking into consideration that music teachers experience mobbing in schools, especially in relation to their occupations, and the mobbing behaviors they are most exposed to, creating their role/position definitions at the level of their competences, taking into account their ideas and views and their requests when they ask to use their rights (sick leave, holiday entitlement) will help increase their organizational commitment and job satisfaction. In future studies, new research models may be formed with different variables on how to increase job satisfaction and organizational commitment or on how to reduce mobbing.