Öğretmenlerin Örgütsel Özdeşleşme ve İş Tatmini Düzeylerinde Algılanan Örgütsel Desteğin Aracılık Rolü

Abstract

Bu araştırmada, öğretmenlerin örgütsel özdeşleşme düzeylerinin iş tatmini üzerindeki etkisinde algılanan örgütsel desteğin aracılık rolü incelenmiştir. Bu amaç doğrultusunda geliştirilen model, 2025–2026 eğitim-öğretim yılında Kilis ilinde görev yapan 412 öğretmenden elde edilen verilerle test edilmiştir. Araştırmada örgütsel özdeşleşme, örgütsel destek ve iş tatmini ölçekleri kullanılmış; veriler SPSS 21 ve AMOS 20 programları kullanılarak analiz edilmiştir. Analiz sonuçları, araştırmaya dahil olan öğretmenlerin örgütsel özdeşleşme, örgütsel destek ve iş tatmini düzeyleri arasında pozitif ve anlamlı ilişkiler bulunduğunu göstermiştir. Ayrıca, örgütsel desteğin, örgütsel özdeşleşmenin iş tatmini üzerindeki etkisinde kısmi aracılık rolü üstlendiği belirlenmiştir. Genel olarak model, örgütsel özdeşleşmenin hem doğrudan hem de örgütsel destek aracılığıyla dolaylı olarak iş tatminini artırdığını göstermektedir. Araştırmadan elde edilen bulgular, örgütsel davranış literatürüne kuramsal katkılar sunmakta ve eğitim kurumlarında çalışan memnuniyetini artırmaya yönelik uygulamalara ışık tutmaktadır.

Keywords

• öğretmen
• örgütsel özdeşleşme
• örgütsel destek
• iş tatmini
• yapısal eşitlik modellemesi

Ethical Statement

Bu çalışma, Kilis 7 Aralık Üniversitesi Rektörlüğü Etik Kurul Komisyonu’nun 04.09.2025 tarihli ve 2025/13 sayılı onay kararı doğrultusunda yürütülmüş olup, araştırma sürecinin tüm aşamalarında etik ilkelere titizlikle uyulmuştur. Etik standartlar gereği, tüm katılımcılara bilgilendirilmiş onam formu sunulmuş, katılımlarından önce formu inceleyip imzalamaları sağlanmıştır.

The Mediating Role of Perceived Organizational Support in the Impact of Teachers’ Levels of Organizational Identification on Job Satisfaction

Abstract

This study examines the mediating role of perceived organizational support in the relationship between teachers’ organizational identification levels and job satisfaction. The model developed for this purpose was tested using data collected from 412 teachers working in Kilis during the 2025–2026 academic year. Organizational identification, organizational support, and job satisfaction scales were employed in the research, and the data were analyzed using SPSS 21 and AMOS 20. The results revealed positive and significant relationships among teachers’ levels of organizational identification, organizational support, and job satisfaction. In addition, perceived organizational support partially mediated the effect of organizational identification on job satisfaction. Overall, the model indicates that organizational identification enhances job satisfaction both directly and indirectly through organizational support. The study's findings contribute to the organizational behavior literature and offer insights for practices aimed at improving employee satisfaction in educational institutions.

Keywords

• teacher
• organizational identification
• organizational support
• job satisfaction
• structural equation modeling

Ethical Statement

This study was conducted in accordance with the approval decision numbered 2025/13 dated 04.09.2025 by the Ethics Committee Commission of Kilis 7 Aralık University Rectorate, and ethical principles were meticulously followed throughout all stages of the research process. In accordance with ethical standards, all participants were provided with an informed consent form, which they reviewed and signed prior to their participation in the study.

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