الدعم التنظيمي المدرك للمعلم في ضوء نظرة المجتمع وانعكاساته على رأس المال النفسي لديه

Abstract EN

Teaching is one of the most honorable professions in societies and one of the most important and influential on the future of nations, the teaching profession requires psychological, mental and physical effort exerted, so the developed countries give great prestige and importance to the teacher, superior to all professions, and because of the importance of the teacher, it is imperative that we pay attention to him and make an effort to work to support him psychologically and socially so that he can perform his work to the fullest.

recently, researchers have focused on understanding the reciprocal relationship between the organization and its employees, and organizational support is one of the most important variables addressed by behavioral studies and highlighted as one of the topics with a direct impact on organizational efficiency, the degree of organizational support provided by the organization to its employees is reflected either negatively or positively on the performance of its employees and their desire and motivation towards work, which reflects on their psychological capital (Bindu, 2020) the concept of perceived organizational support has emerged through the theory of public benefit and the theory of benefits exchange, which contributed to the explanation of the motives behind the mutual behaviors between individuals and groups, Eisenberger has contributed to use these two theories in order to explain the relationship between the organization and its employees, where workers try to form general beliefs that contribute to the formation of a general perception of the attitudes of the organization towards them and how much it appreciates them, their contributions to the organization and care about their interest (Mahmoud Shanti, 2015, 35).

several studies have indicated a positive effect of perceived organizational support on employee behaviors such as work engagement (Isabeles & Avitia, 2021), job satisfaction (Maan, 2020), and psychological capital (Cheng & Cui, 2020), (Shereen Kaddah, Inayat Mohammed, Amr Mohammed, 2021).

this paper addressed the perceived organizational support by the teacher and the relationship between this and his psychological capital and the impact of this on his role, and also provide some suggestions and recommendations that contribute to increasing the teacher's awareness of the organizational support provided to him and increasing his psychological capital.