Investigation of The Relationship Between Perception of Supervisor Support, Perceived School Effectiveness, Work Engagement, Job Satisfaction and Organizational Cynic Attitude of Teachers

Abstract

The main purpose of this quantitative relational research is to test the theoretical framework within the structural equation model that if the perceived supervisor support affects the perception of school effectiveness, engagement to work, job satisfaction, and organizational cynical attitude. The sub-purpose of the study is to examine the relationship between teachers' perceptions of these variables. Within the scope of the research, a structural equation model was established by using the AMOS-25 package program with the data collected from 438 teachers. Before constructing the structural equation model, confirmatory factor analysis was performed and the measurement models for the scales used were verified. Fit index values of the measurement models were found to be acceptable, therefore total score was taken for each scale. “Perceived supervisor support” was determined as independent variable and “perceived school effectiveness, engagement to work, job satisfaction and organizational cynical attitude” were determined as dependent variables and direct effect values of independent variable on dependent variables were examined. Before establishing the structural equation model, multiple normal distributions of the scales were examined and “maximum likelihood” was chosen as the parameter estimation method in order to ensure the normal distribution assumption. The established structural equation model is verified and it was concluded that perceived supervisor support significantly predicted school effectiveness perception, work engagement, job satisfaction and organizational cynical attitude. It was also found that there were negative levels of negative relationships between teachers' organizational cynical attitude and perceived supervisor support, school effectiveness perception, work engagement and job satisfaction.