Do Schools Support Their Teachers? Demographic Influences on Teachers’ Perceptions of Organizational Support?

The organizational support perceived by teachers in educational organizations plays a critical role in both their individual motivation and the continuity of institutional success. The primary objective of this study is to examine teachers’ perceived levels of organizational support in light of various demographic variables. The study was conducted using data obtained from 385 primary and secondary school teachers working in Ankara, Türkiye, during the 2018–2019 academic year using the three-dimensional Perceived Organizational Support (POS) Scale. In the study, which adopted quantitative research methods, the data were analyzed using descriptive statistics, as well as t -tests and analysis of variance techniques. The findings revealed that teachers generally perceived a high level of organizational support. Significant differences were identified in the dimensions of administrative support and justice, particularly in terms of gender and school type. However, no statistically significant differences were found in perceptions of organizational support based on variables such as subject matter, educational background, or professional seniority. In line with the research findings, it is recommended that participatory, transparent, and flexible management practices be developed to increase teacher-administrator interaction, strengthen the perception of administrative support and justice, and meet the special support expectations of female teachers.