The moderating effect of administrator support on the relationship between teachers' basic psychological needs and their quality of school life

The purpose of this study is to examine the moderator effect of administrator support on the relationship between teachers' basic psychological needs and school life quality. For this purpose, the study has been designed with the relational screening model, one of the quantitative research methods, and Hayes's (2017) moderator impact analysis method (Model-1), which is one of the approaches testing relational causes, have been used. The study universe of the research consists of 2099 teachers selected by simple random sampling method from teachers working in different branches in public primary, secondary and high school level schools in Düzce in 2020/2021 academic year. "Basic Psychological Needs Scale", "Manager Support Scale" and "Teachers' School Life Quality Scale" have been used as data collection tools in the study. The data has been analyzed with descriptive statistics and the macro plugin (Process Macro) developed by Hayes (2017). In the results for the moderator effect hypotheses of the study, it has been concluded that the administrator support has a moderator effect on the relationship between the basic psychological needs of teachers and the quality of school life. KEY WORDS: Self-Determination Theory, Basic Psychological Needs, School Life Quality, Administrator Support, Moderator Effect.