An investigation of perceived social support, psychological resilience, and social anxiety in adolescents

The aim of this study is to examine the relationships between school teachers' positive psychological capital (PPC) perceptions and their job satisfaction (JS) and organizational commitment (OJ) levels, and to determine whether these variables differ according to demographic variables. The study, designed using a relational screening model, included teachers working in different provinces of Turkey. The Positive Psychological Capital Scale, Job Satisfaction Scale, Organizational Commitment Scale, and Personal Information Form were used as data collection tools. The obtained data were analyzed using SPSS. Pearson correlation analysis, Independent Samples T-Test, and One-Way Analysis of Variance (ANOVA) were used in data analysis in this study. According to the research findings, teachers' PPS perceptions were high, while their job satisfaction and organizational commitment were moderate. Among the PPS sub-dimensions, self-efficacy, hope, and optimism had the highest mean scores, while the quality of the job dimension had the highest mean score and the wage dimension had the lowest mean score. In organizational commitment, the affective commitment dimension was found to have the highest mean, while continuance commitment had the lowest mean. No significant differences were found in the PPS, IA, and IA levels based on demographic variables; only the organizational communication dimension of job satisfaction differed significantly between age groups. Regression analyses revealed that PPS was a significant predictor of job satisfaction and organizational commitment, and job satisfaction was a strong predictor of organizational commitment. Keywords: Positive Psychological Capital, Job Satisfaction, Organizational