The observing of the relationship between teachers' perception of organizational support and organizational silence

This study aims to explain the relationship between teachers' perception of organizational support and organizational silence. In the research, relational survey model was used. The research population consists of 2203 teachers working in primary, secondary and high schools in Kula and Salihli districts of Manisa province in 2018-2019 academic years. The sample of the study consists of 350 teachers working in Salihli and Kula districts of Manisa. In the study, easily accessible sampling method was used. In this study, 'Perceived Organizational Support Scale' which was originally developed in Turkey by Nayır (2011) to determine the perception of organizational support levels of teachers and 'Organizational Silence Scale' developed by Kahveci and Demirtaş (2013) to determine the organizational silence levels of teachers were used. In the analysis of the data, percentage, arithmetic mean, frequency, standard deviation values were calculated; t-Test, one-way analysis of variance and Pearson Product-Moment Correlation Analysis were used. According to the results of the research, it is seen that the perceived organizational support levels of the teachers are moderate. It is concluded that the 'management support' dimension, which is one of the sub-dimensions of perceived organizational support, is higher than the other dimensions of organizational justice and organizational rewards and business conditions. As a result of the study, it was found that the gender variable had a significant difference in the organizational support perception of organizational rewards and working conditions sub-dimension, and the type of school variable had a significant difference in the organizational justice sub-dimension of organizational support perception. It was concluded that there was no significant difference between teachers' perceptions of organizational support in terms of marital status, educational status, professional branch, age and professional seniority variables. However, a significant negative correlation was found between teachers' total perceived organizational support level and working time in the same school. It is seen that teachers' perceptions about organizational silence, which is another variable of the research, are at the middle level. Emotional and executive dimensions, which are one of the sub-dimensions of organizational silence, were found to be higher than the other sub-dimensions. As a result of the study, it was concluded that teachers' opinions about organizational silence did not make a significant difference in terms of gender, marital status, educational status, professional branch, type of school worked, age, professional seniority and working time in the same school. When the results of the study aimed to determine the relationship between teachers 'perception of organizational support and organizational silence, a significant negative relationship was found between teachers' perception of organizational support and organizational silence.