The relationship between perceived social support and organizational commitment levels of primary and secondary school teachers

Abstract

The aim of this research is to investigate the relationship between perceived social support levels and the organizational commitment of the teachers working in state primary and secondary schools in Atakum, Canik, İlkadım and Tekkeköy districts of Samsun in Turkey in the academic year of 2014-2015. The research used relational search model and employed to collect data by using “Personal Information Form”, “Organizational Commitment Scale” developed by Balay [1] and “Perceived Social Support Scale” by Çivilidağ [2]. Some important results of this research are: (1) there is a meaningful, positive and low-level relation between perceived social support level and organizational commitment; (2) perceived social support explains 3% of the change in organizational commitment; (3) teachers have received most of the help from their husband or wife and obtained least help from their students among the sub-dimensions of perceived social support; (4) teachers have the strongest commitment to the internalization dimension among the organizational commitment sub-dimensions. © 2018 by authors, all rights reserved.