The relationship between teachers' perceptions of organizational support and their job engagement

This study examines the relationship between teachers' perceived organizational support and work engagement. The population of this study, designed with a relational survey model, consists of 6556 teachers working in primary and secondary schools in the districts of Diyarbakır city centre in the 2020-2021 academic year. The sample of the study was determined via the stratified sampling method. 410 teachers participated in the study. In the study, the "Perceived Organizational Support " scale, which was created by Eisenberger et al. (1992) and developed by Lynch et al. (1999) and adapted into Turkish by Kaplan (2010), was used to determine teachers' perceived organizational support levels, while the "Work Engagement" scale developed by Schaufeli (2001) and adapted into Turkish by Köse (2015) was used to determine teachers' work engagement levels. According to the results of the study, teachers' perceived organizational support were high. While there was no statistically significant difference between the teachers' perceived organizational support and the variables of gender, marital status, education level, and seniority, a significant difference was found according to the branch and age variables. In the study, no significant difference was found between teachers' work engagement and the variables of gender, educational status, and seniority. There was a significant difference between teachers' work engagement and marital status, branch seniority, and age variables. Considering the relationship between teachers' perceived organizational support and work engagement, it was concluded that there was a positive and highly significant relationship between the two variables. The analyses revealed that teachers' perceived organizational support was a significant predictor of their work engagement.