The Influence of Perceived Organizational Support on Teachers’ Job Satisfaction: The Mediating Roles of Climate for Initiative and Climate for Psychological Safety

Türker Kurt, İbrahim Duyar

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of the current study was to examine relationships between teachers' perceived organizational support (POS), climate for initiative (CS), climate for psychological safety (CPS), and job satisfaction (JS). A cross-sectional correlational design was employed. The sample consisted of a randomly selected 397 high school teachers working in the central districts of Ankara, Türkiye. A structural equation modelling technique was utilized in the analyses of direct and indirect relationships between the study variables. Findings confirmed the proposed model. More specifically, teachers’ POS influenced their JS both directly and indirectly through CS and CPS. Findings also suggest that teachers' job satisfaction is more likely to increase in schools where the organizational support is high, in turn, they feel motivated to take initiative and feel psychologically safe. The findings of the study supported the assumptions of Herzberg’s Two Factor Motivation Theory where the intrinsic and extrinsic factors collectively play important roles in teachers’ motivation and job satisfaction. Findings would guide policymakers and practicing educational leaders in formulating policies and practices in creating conducive school environments where teachers feel supported, safe, and motivated.

Original languageEnglish
Article number1258089
Pages (from-to)156-173
Number of pages18
JournalParticipatory Educational Research
Volume10
Issue number2
DOIs
Publication statusPublished - Jan 11 2023
Externally publishedYes

Keywords

  • Teachers’ job satisfaction; perceived organizational support; climate for initiative
  • and positive school climate
  • climate for psychological safety

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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