Perceived Organizational Support and Organizational Citizenship Behavior: Evidence from Teachers’ Perspectives

In contemporary organizations, success is not solely determined by formal performance indicators but is also closely linked to organizational citizenship behaviors that reflect employees’ voluntary contributions. Accordingly, this study aimed to examine the effect of perceived organizational support on teachers’ organizational citizenship behaviors. The study group consisted of 504 teachers working in public schools across eight provinces of Türkiye, selected through a convenience sampling approach. Data were collected using the Perceived Organizational Support Scale and the Organizational Citizenship Behavior Scale. The data were analyzed using descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), correlation analysis, and regression analysis. The findings revealed that teachers’ perceptions of organizational support and organizational citizenship were at a moderate level. The study also demonstrated that teachers’ perceptions of organizational support and organizational citizenship differed significantly based on gender, teaching branch, and school level. Furthermore, a significant positive relationship was found between perceived organizational support and organizational citizenship behavior, indicating that teachers’ perceptions of organizational support significantly predict their organizational citizenship behaviors. These results suggest that teachers who perceive higher levels of organizational support are more likely to engage in organizational citizenship behaviors. Therefore, school administrations should foster supportive work environments to enhance the occurrence of organizational citizenship behaviors among teachers.