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Abstract


THE ROLE OF ORGANIZATIONAL SUPPORT IN TEACHER TRAINING BEHAVIORS (ORGANIZATIONAL STRESS, WORK LOAD, GOVERNMENT LEAVING GOALS AND BUSINESS PROFILES): A FIELD RESEARCH

The aim of this study is to reveal the role of organizational support in work-oriented behavior. In order to achieve this aim, firstly teachers' perceptions of organizational support, work load, intention to leave, organizational stres (student-oriented stress, school-oriented stress, external stress, and personal stress) and job burnout (emotional exhaustion, decrease in personal accomplishment and depersonalization) were measured and there lations between these variables were examined. The universe of the research was composed of the teachers and managers working at primary schools located in Kahramanmaras's first education district. The sample of the study was identified by easy sampling which consisted of the 360 teachers. Perceived Organizational Support Scale Organizational Stress Scale, Workload Scale, Intent to Leave Scale and Job Burnout Scale were used to collect the data. The obtained data was analyzed by SPSS program. During the analysis process frequency, correlation and one-way ANOVA analysis were used. Later, it was researched whether there was a significant difference in participants' perception of work-related behavior depending on the different levels of organizational support. According to the obtained data, there were significant differences in organizational stress, workload, intention to leave and job burnout perceptions depending on the level of organizational support of teachers.



Keywords
Organizational Support, Organizational Stress, Work load, Intentto Leave and JobBurnout.



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