The main purpose of this research is to examine the organizational belonging levels of teachers working in different levels and branches and to examine whether the subject creates a significant difference in terms of various variables. The research was carried out with a descriptive survey model. The population of this study; Classroom teachers, primary school branch teachers, who work in any of the public primary school, official secondary school, official vocational and technical Anatolian high school, official multi-program Anatolian, official Anatolian high school, official science high school in the European side of Istanbul in the 2021-2022 academic year, consists of secondary school branch teachers, high school culture teachers and high school vocational teachers; The sample consists of 312 teachers who work in different levels and branches listed above in Bakırköy, Küçükçekmece, Esenler and Bağcılar districts on the European side of Istanbul, determined by the simple sampling method. The data within the scope of the research were obtained by using the demographic information form and the Occupational Belonging Scale. The data obtained through the forms were analyzed with the SPSS 21 program and the arithmetic mean and standard deviation values were calculated. The frequency and percentage values of demographic data of the participants forming the sample were calculated. While analyzing the data, parametric tests were used by making transformations of non-normally distributed scores, independent two-sample t-test, ANOVA test, LSD post hoc test and Pearson correlation test were used. As a result of the analysis of the data, it was seen that the professional belonging levels of the teachers were at a high level. Significant differences were obtained according to age, working time in the same institution, educational status, marital status, and branch variable scores. It has been seen that the professional management belonging of the groups over 40 years old, the professional organization belonging of the undergraduate graduates, the professional management belonging scores of the married teachers compared to single teachers, the professional organization belonging scores of the teachers from different branches participating in the study are significantly higher than the high school vocational teachers. It has been determined that the perceptions of the participants about the organizational belonging levels do not change according to gender, faculty graduated, school level, and the total service period in the profession.

Organizational affiliation, classroom teacher, secondary school teacher, culture teacher, vocational teacher.