Opinions of secondary school techers on their level of perceived organisational support and social loafing behaviour

The aim of this study is to determine the opinions of secondary school teachers on their level of perceived organisational support and social behaviour. In accordance with this purpose, it has been found out if teachers' personality traits have an effect on their level of perceived organisational support and social loafing behaviour, and the relationship between perceived organisational support and social loafing behaviour has been given. This study was carried out using relational screening model. The research population consists of 856 teachers working in 18 secondary schools in the center of Bolu. The complete research population was aimed to be reached and 428 of the returned 432 questionnaires were evaluated. The research data was collected using teachers' answers to the personal information form, perceived organisational support scale, and social loafing scale, and the data was analyzed using descriptive statistics. The data was analyzed through mean, standart deviation, Mann Whitney-U, Kruskal Wallis, and Spearman rho correlation, using SPSS software. According to the results, opinions of teachers on their perceived organisational support are moderate. After the scores related to the sub-dimensions of the organisational support scale were investigated, within the "administrative support" and "justice" sub-dimensions, it was found out that "I agree." choice was the highest score while the lowest score was in the "educational support" sub-dimension. On the other hand, opinions of teachers on social loafing behaviour were given as low. The research participating teachers' thoughts about social loafing behaviour, perceived organizational support and the sub-dimension of organizational support have observed due to independent variables; meanwhile social loafing behaviour doesn't reveal a significant difference due to gender, educational background and ranking variables, but variables like worked school type and worked time in school reveal a significant one. It has been found that the scale of perceived organizational support doesn't reveal a significant difference for gender and occupational rank variables in total; but educational background, school type and worked time in school variables reveal a significant difference. While "Pedagogical support", the sub-dimension of perceived organizational support, doesn't show a significant difference for gender, educational background and worked time in school; it shows a significant difference for worked school type and occupational rank. While "Executive support", the sub-dimension of perceived organizational support, doesn't show a significant difference for gender; it shows a significant difference for educational background and worked time in school, worked school type and occupational rank. While the teacher's thoughts about "Justice", the sub-dimension of perceived organizational support, no significant difference for gender and occupational rank; it shows a significant difference for educational background, worked school type and worked time in school. It has been found a meaningful relation as negative way, low degreeand statistical between teachers' thoughts about organizational support degrees and social loafing behaviour degrees that they understand. Also, it has been seen that Social loafing behaviour has a positive way and medium-level relation with "pedagogical support", sub-demansion of perceived organizational support scale; a negative way and low level relation with "executive support" sub-dimension; and a negative way, middle-level and statistical relation with "justice" sub-dimension. Key words: Perceived Organisational Support, Social Loafing