IOSR Journal of Business and Management (IOSR-JBM) e-ISSN: 2278-487X, p-ISSN: 2319-7668. Volume 18, Issue 9 .Ver. IV (September. 2016), PP 125-132 www.iosrjournals.org DOI: 10.9790/487X-180904125132 www.iosrjournals.org 125 | Page The Effects of Organizational Assurance, Affective Commitment and Job Satisfaction on Individual Job Performances of Preschool Teachers SabihaSevinç Altaş 1 , Ali Kuzu 2 1 Assist.Prof.Dr.,Sakarya University, Vocational School of Health Services, Turkey 2 Assist.Prof.Dr.,Sakarya University, Vocational School of Health Services, Turkey Abstract: “Early childhood” is the most critical period in the development of a person. Supp lying the children with good education and positive environmental conditions plays a vital role in their physical, mental, emotional and social development. Of course, preschool teachers are the main actors in this learning and development process. The purpose of this study is to examine the effects of organizational assurance, affective commitment and job satisfaction on individual job performances of preschool teachers. The study covers the preschool education institutions in the province of Sakarya. The data were collected from 135 preschool teachers in 19 institutions. After the exploratory factor analysis, data were analyzed by correlation analysis and separate regression models. It was found that the positive effect of job satisfaction on individual job performance is stronger than other variables. Assurance to the manager also increases the individual job performance. On the other hand, a meaningful relation between organizational assurance and individual job performance could not be found.. Keywords: Organizational assurance, affective commitment, job satisfaction, job performance, preschool education I. Introduction The rise of competition in recent years due to globalization is also influencing the early childhood education institutions in Turkey. “Early childhood” is a critical stage that is essential to laying the foundations for a child’s development of personality and growing up as a healthy individual. When a child starts to school, he has completed a major part of his development. Education is a process that starts with birth and continues throughout the life. The foundations of a lifelong learning are laid during the first six years, “early childhood”. Giving children a good education and supplying a positive environment plays a key role in supporting a child’s physical, mental, emotional and social development. Undoubtedly the preschool teachers are the key component to this process. For that reason, important duties are bestowed upon the business executives for maintaining the organizational climate that either exists or requested to exist. The organizational climate and the purposes of the organization that the business has are in a key position in creating harmonious attitude and behavior. Upon establishing this harmony the positive effects on variables like the employees’ organizational commitment, organizational citizenship behavior, organizational loyalty, job satisfaction, organizational assurance, organizational sense of justice, work and organizational performance etc. These positive effects will ensure the firm laying of educational foundations for the children who are our future. For those reasons the subject of the research consists of affective commitment, job satisfaction, organizational confidence and individual work performance relationships. The lack of research on affective commitment, job satisfaction, organizational assurance and individual work performance relationships in preschool educational organizations in Sakarya is the reason for his research. This research is based on the analysis of the data collected from the teachers who work in preschool education organizations in Sakarya. II. Theoretical Framework II.1. Job Satisfaction and Affective Commitment Job satisfaction is generally the result of the perception of the individual over his/herneeds, the job itself and what they get from the workplace conditions (Francies and Milbourn, 1980). Due to these perceptions, the individual gives an emotional reaction to his/herorganization. This reaction is a sense of justice or equality the individual gets from comparing his/herjob and what he/she gets out of it to his/herexpectations, desires and needs. Thanks to the comparison the perception of justice leads to job satisfaction. (Lambert, Barton and Hogan, 1999). Job satisfaction is a personal assessment of the job conditions (job itself, attitude of the management) or the results they get out of the job (wage, job security). Job satisfaction is a result of the individual’s internal reactions towards the job and the perception of job conditions that is processed through the system of the individual’s norms, values and expectations (Schneider and Snyder, 1975: 31). In that sense, job satisfaction is