The Relationship Between Perceived Organization Support and Teacher Well-Being Among Middle School Music Teacher in Shandong, China

Grounded in Organizational Support Theory and Social Exchange Theory, this study examines the relationship between perceived organizational support and well-being among middle school music teachers in Shandong Province, China, while also considering the role of demographic characteristics and teaching experience. Perceived organizational support is conceptualized as teachers’ belief that their contributions are valued and their socio-emotional needs are recognized by the institution, which in turn is theorized to foster reciprocal positive attitudes and higher well-being. Data were collected through standardized questionnaires, and correlation analysis, independent-sample t-tests, and one-way ANOVA were conducted to identify relational dynamics and group-level differences. Findings revealed that perceived organizational support was positively and significantly associated with teacher well-being, supporting the theoretical proposition that supportive organizational climates enhance individual flourishing. Moreover, differences emerged across demographic variables such as gender and educational attainment, while variations by teaching experience suggested that early-career teachers reported comparatively higher levels of well-being. The study contributes to the literature by demonstrating that teacher well-being is shaped not only by individual factors but also by the perceived quality of organizational relationships and institutional structures. It is recommended that policymakers and school leaders strengthen organizational support systems, establish transparent recognition mechanisms, and promote professional development pathways to reinforce teacher well-being and ensure sustainable educational outcomes.