Relationships among teachers' level of organizational support, psychological capital, emotional labor and organizational engagement

In this study, the relationship among perceived organizational support, emotional labor, psychological capital and organizational commitment levels of teachers working in public schools was examined according to gender, administrator education level, teacher education level, school level, professional seniority, number of teachers and branch variables. A total of 691 teachers, 181 male and 510 female, who were assigned to all levels in Diyarbakır province Bismil district, determined by appropriate sampling, participated in the research. Four different scales were used in the study. These are "Organizational Support Scale", "Emotional Labor Scale", "Psychological Capital Scale", "Organizational (Profession) Dedication Scale", respectively. In the analysis of the data obtained within the scope of the research, t-test, ANOVA, Pearson Correlation and multiple regression analysis were used. As a result of the research, it was determined that the organizational support perceptions of the teachers were at the level of "Agree", the emotional labor of the teachers was at the level of "I am Undecided", the level of psychological capital was at the level of "Totally Agree", and the level of organizational commitment was at the level of "Totally Agree". According to the results of the research, the level of organizational support and emotional labor, surface acting, and deep acting behaviors of male teachers are higher than female teachers. It was determined that female teachers had a higher level of natural emotions than male teachers. Male teachers' psychological capital levels are higher than female teachers. It was determined that organizational commitment did not differ according to gender. It is seen that teachers with a master's degree have more organizational support than teachers with a bachelor's degree. It is seen that the level of self-efficacy of the teachers with a bachelor's degree is higher than the teachers with a master's degree. Teachers' organizational support levels do not differ significantly according to the school level they work at. It was determined that teachers working in primary school had significantly higher emotional labor levels than teachers working in high schools. Deep acting behaviors of teachers working at secondary school level are significantly higher than teachers working at preschool level. It was determined that the level of optimism of the teachers working at the primary school level was significantly higher than the teachers working at the pre-school level. It was determined that the level of organizational commitment of teachers working at primary school level was significantly higher than teachers working at secondary school level. Emotional labor, deep acting, psychological capital, and hope levels are significantly higher among those with a professional seniority of 21 years or more than those with a seniority of 1-10 years. It was determined that the level of superficial and deep role-playing of the classroom teachers was significantly higher than the guidance branch teachers. It is seen that the organizational commitment levels of classroom teachers are significantly higher than branch teachers. It was determined that the level of commitment to the profession of the verbal lesson teachers was significantly higher than the guidance branch. There is a weak positive and significant relationship between organizational support and the general sum and sub-dimensions of psychological capital such as self-efficacy, hope resilience and optimism. A moderately positive and significant relationship was found between psychological capital and organizational commitment. There is a weak and positive relationship between psychological capital and emotional labor, organizational support and organizational commitment. When all three variables are together, it has a significant creativity level on the dependent variable. When all three variables are together, it has a significant creativity level on the dependent variable. The predictive level of the dependent variable of all three variables is 19.3%.