The Mediating Role of Perceived Organizational Support in the Impact of Teachers’ Levels of Organizational Identification on Job Satisfaction

This study examines the mediating role of perceived organizational support in the relationship between teachers’ organizational identification levels and job satisfaction. The model developed for this purpose was tested using data collected from 412 teachers working in Kilis during the 2025–2026 academic year. Organizational identification, organizational support, and job satisfaction scales were employed in the research, and the data were analyzed using SPSS 21 and AMOS 20. The results revealed positive and significant relationships among teachers’ levels of organizational identification, organizational support, and job satisfaction. In addition, perceived organizational support partially mediated the effect of organizational identification on job satisfaction. Overall, the model indicates that organizational identification enhances job satisfaction both directly and indirectly through organizational support. The study's findings contribute to the organizational behavior literature and offer insights for practices aimed at improving employee satisfaction in educational institutions.