Öğretmenlerin Kariyer Yönelimleri ile Örgütsel Bağlılıkları Arasındaki İlişki: Algılanan Örgütsel Kariyer Desteğinin Aracılık Rolü

Abstract

In today’s conditions, where new career approaches are redefining employee–organization relationships, revealing the dynamics through which the relationship between teachers’ career orientations and their organizational commitment is shaped plays a critical role in ensuring sustainable commitment within educational organizations. The aim of this research is to examine the mediating role of perceived organizational career support in the relationship between teachers' career orientations and organizational commitment. The sample of the study consists of 1,176 teachers employed in public schools in Türkiye during the 2024-2025 academic year. The research data were collected through a “Personal Information Form” developed by the researcher; the “Protean Career Attitude Scale” and the “Boundaryless Career Attitude Scale,” originally developed by Briscoe et al. (2006), shortened by Porter et al. (2015), and adapted into Turkish by Çakmak-Otluoğlu and Acar Bolat (2021); the “Organizational Commitment Scale,” developed by Meyer et al. (1993) and adapted into Turkish by Han et al. (2018); and the “Perceived Organizational Career Support Scale,” developed by the researcher. Conducted within a quantitative research framework, the study tested the proposed theoretical models using Structural Equation Modeling (SEM), and data analyses were carried out using the SPSS and AMOS software packages. The findings revealed a positive, low-level, and statistically significant relationship between teachers’ protean career orientations and their organizational commitment. In contrast, a negative, low-level, and statistically significant relationship was found between boundaryless career orientations and organizational commitment. Furthermore, perceived organizational career support was found to play a partial mediating role in both relationships. The results revealed that perceived organizational career support functions as a balancing factor in the relationship between teachers’ career orientations and their organizational commitment.