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Abstract


The Perceived Organizational Support Level of Primary School Teachers
It is considered important for effectiveness and efficiency that teachers who work in schools as educational organizations are aware of their contributions to the school, to meet their needs and expectations and being creative. Organizational support is a perceptual concept that is expressed as teachers who feel safe and valuable, to be aware that an organization behind them. In this study, the primary school teachers’ perceived organizational support levels have been examined. The sample of the study consists of 494 teachers working in 17 primary schools which were chosen from these districts by cluster sampling method. Perceived Organizational Support Scale developed by the researcher and Personal Information Form has been used to collect data. Kruskal Wallis analysis and Mann-Whitney U test were used to analyze data. According to the results of the study, teachers in primary schools perceive the highest level of organizational support in instructional support dimension, the lowest level of organizational support in administrative support dimension. The perceived organizational support of teachers is not differentiated in accordance with gender, branch, education status and received the award for its achievements in vocational. The perceived organizational support of teachers is differentiated in according to age. While the justice which is the subscale of organizational support is differentiated according to vocational experience, instructional and administrative support is not differentiated in according to vocational experience.

Keywords
Organizational Support, Instructional Support, Administrative Support, Justice, Primary School


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