A Study of Correlations between Perceived Supervisor Support, Organizational Identification, Organizational Citizenship Behavior, and Burnout at Schools

In this research, it is aimed to study the correlations between perceived supervisor supports (PSS), organizational identification (OI), organizational citizenship behavior (OCB), and burnout of teachers. The research was conducted from the perspective of social change and identity theories. The study group of the research consists of 234 teachers working in the public high schools in Giresun city center during the 2016. In order to collect data in the research, Perceived Supervisor Support S cale developed by Kottke & Sharafinski, Organizational Identification Scale developed by Mael & Ashforth, Organizational Citizenship Behaviors Scale developed by DiPaola, Tarter & Hoy, and "Burnout Scale" developed by Pines were used. The correlations betwee n variables are tested with the structural equation model. According to the results, PSS positively affects the OI and OCB and negatively affects the burnout. OI positively affects the organizational citizenship behavior and negatively affects the burnout. OI pl ays a partial mediation role in the correlation between PSS of teachers and their OCB and burnout level. The results contribute to the inte gration of social change and social identity theories in description of organizational behavior.


Introduction
Atti tudes and behaviors of teachers have important place i n that schools reach thei r goals and be successful.Among the variables affecting the atti tudes and behaviors of the teachers are the managerial behaviors of the school administrators.Positive and negative managerial behaviors of school admi nistrators can affect how teachers behave in working life.Support of school administrators may be effective i n that teacher develop positive or negative attitudes and behaviors related to their jobs (Brackett, Palomera, Mojsa-Kaja, Reyes & Salovey, 2010;Kahn, Schneider, Jenkins-Henkelman & Moyle, 2006;Tickle, Chang & Kim, 2011;Ozdemir, 2010).Researches reveal that employees who receive support from the administrators adopt the objectives of the institution, e xhibit attitudes and behaviors in favor of their institutions, and avoid those which shall damage it (Avanzi, Schuh, Fraccaroli & van Dick, 2015;Baloyil, Waveren & Chan, 2014;Wang, 2014;Shanock & Eisenberger, 2006; van Knippenberg, van Dick & Tavares, 2007).
In this research conducted based on the theory of social change and social identi ty, the correlation between teachers' supervisor support perceptions, organizational identities, organizational citizenship behaviors and burnout were examined.According to the theory of social change, the choices and behaviors of individuals depend on what other individuals do.The individual responds equally to what he/she s ees in behaviors of other individuals or organization against him/her.Organization or its representatives expect more effort and loyalty from an employee, while the employee may have useful expectations from the organization or representatives such as s alary, support, and recognition.When employees receive support from organizations or administrators, they reflect it positively on their organizations.When an organization begins to support its employees, it initiates a social change between the organization and the employee.According to this theory, when employees believe that organizational activ ities are useful for them, they become able to show commitment to organizations, extra role behaviors, job satisfaction, and performance (Allen, Shore & Griffeth, 2003;Blau, 1964, Levinson, 1965;Rhoades & Eisenberger, 2002).On the other hand, according to the theory of social identification, the individual defines himself/herself in terms of membership to a certain group.Identification is the perception of an individual related to unity with a group or belonging to a group.
According to this theory, identification is formed by unity, dependence, interaction and integration among members.Identification ensures that the one become a member to the organization and feels attached to the it and hel ps internalization of values and beliefs (Ashforth & Mael, 1989;Mael & Ashforth, 1992).
In this research, which is based on the theory of social change and identity, the correl ations between variables are pres ented by using the structural equality model.It is considered that the results obtained in the study shal l help the implementers in understanding better the atti tudes and behaviors of teachers and working more efficiently in direction of the aims of the school and res earchers who carry out a study on this issue.Also, this study shall contribute to the integration of social change and social identity theories in description of organizational behavior.

Organization identification (OI):
Identification is explained by social identity theory (Ashforth & Mael, 1989;v an Dick, 2001;van Knippenberg et al., 2007).According to this theory, the individual identifies himself as a member of a particular group.Identification is defined as the belonging of an individual to a group or his/her perception of uni ty with the organization (Ashforth & M ael, 1989).The organizational identification means the belonging or the sense of belonging of an individual to an organization in terms of the organization/organizations to which he/she is a member (Mael & Ashforth, 1992).According to Rikette (2005), organizational identification is related to the fact that the organization employee cognitively (the fact that the employee feels to be a part of the organization and i nternalizes the organizational values) and emotionally (the fact that he/she prides to be a member of the organization) feels attached to the organization.Briefly, organizational identification means affective, cognitiv e and psychological union and integration of an individual with his/her organization and his/her reference about himself/herself of bei ng a member of the organization.Organizational identification has important consequences at the level of i ndividual, gro up, and organization.Employees identified wi th the organizations they work with experience job s atisfaction of positive lev el (van Knippenberg & Sleebos, 2006;van Kni ppenberg ve van Schie, 2000; van Dick, van Knippenberg, Kerschrei ter, Hertel & Wieseke, 2008;Yilmaz, 2012).Riketta & van Dick (2005) assert i n the meta -analysis study conducted by them that identification of employees with the teams and organizations is correlated with thei r job involvement, job satisfaction, in-role and extra-role behavior, and intention to resign.Identification increases the job motivation (van Knippenberg, 2000) and job performance (Shen, Jackson, Ding, Yuan, Zhao, Dou & Zhang, 2014;van Knippenberg, 2000) of an employee.Identification is positively correlated with organizational support (Shen et al., 2014;Sluss, Klimchak & Holmes, 2008;van Knippenberg & Sl eebos, 2006), involvement (van Knippenberg & Sleebos, 2006;van Knippenberg & van Schi e, 2000;Zhang et al., 2017), res pect within the organization and being proud o f organization (Zhang et al., 2017).Teachers' organizational identities is positively related to social support perceptions and the level of identification of teachers negatively influences their burnout (Avanzi et al., 2015).Identification of teachers i s correlated positively to their supervisor support perception and negatively to thei r intention to resign (van Knippenberg et al., 2007).

Organizational citizenship behavior (OCB):
OCB is bas ed on the theory of social change.OCB is defined as individual behavior that is not directly or explicitly recognized by the official reward system and that optionally promotes effective functioning in the organization (Organ, 1988, p. 21).OCB is not based on an obligation but volunteering.In thes e terms, OCB is related to the behaviors of persons who voluntarily make contribution to the organization beyond thei r duties regardi ng thei r works.There are five aspects of OCB: altruism, gentility, civil virtue, courtesy and responsibility (Organ, 1988).These aspects relate to organizational behaviors such as helping others in work, complying with organizational rules, not compl aining about work, and wanti ng to participate actively in organizational work (Wang, Hincrichs, Prietro & Hovel, 2013).Organizational involvement and job satisfaction has positive effect on OCB and negative effect on burnout (Salehi & Gholtash, 2011).OCB is positively rel ated to organizational justice (Chan & Lai, 2007;Moorman, 1991;Niehoff & Moorman, 1993) and involvement (Pare & Trembl ay, 200 7;Ozdem, 2012;Riketta & v an Dick, 2005).In addition, schools are i nstitutions where OCB is frequently shown.The school climate in the school is positively correl ated to teachers' OCB.Teaching is a profession in core of which voluntary behaviors lie (Dipaola & Hoy, 2005;Dipaola & Neves, 2009;Dipaola & Tschannen -Moran, 2001).Teachers with OCB hel p teachers who recently start to work, voluntarily spend more time for students without waiting any return, provide academic support, and make effort to improv e students although they have no such responsibilities (Balci, Baltaci, Fidan, Cereci & Acar, 2012).
Burnout: Burnout means a decreas e in the sense of personal accomplishment, depersonalization, and emotional exhaustion syndrome that can occur among individuals in relation to the working capaciti es of people (Maslach, Jackson & Leiter, 1996).Employees can lose their performance by experiencing burnout over time (Schaufeli, Leiter & Maslach, 2008).Burnout has three aspects which are exhaustion, lack of personal accomplishment and depersonalization (Maslach, Schaufeli & Lei ter, 2001).Burnout reflects the stress dimension of exhaustion and is the most prominent feature at the center of it.This dimension expresses the desire of one to emotionally and cognitively distract himself/hers elf from his work due to excessive workload.Lack of personal accomplishment is negative evaluation of peopl e on thems elves.Depersonalization is an attempt of people to keep distance between thems elves and service recipients, ignori ng people's unique and interesting active characteristics (Maslach et al., 2001).According to Dorman (2003), teacher burnout is very important for teacher's productivity and then, learning of student.The teacher who experiences burnout s hows less sympathy and tol erance towards the students, does not get prepared enough for lessons, and does not feel involvement to his/her profession.When body of literature is examined, it is observed that there are negative correlations between organizational involvement (Elloy, Everett, & Flynn, 1991;Kahill, 1988;Cropanzano, Rupp & Byrne, 2003;Salehi & Gholtash, 2011), leadership behaviors of supervisors (Fernet, Guay, Senécal & Austi n, 2012) and positive correlations between disturbing attitudes of students (Fernet et al., 2012) and organizational cynicism (James, 2005).There are also significant correlations between vari ables such as teacher's burnout and teacher workload and stress, classroom and school environment, self-esteem and rol e conflicts (Dorman, 2003).
In this res earch, it is aimed to examine the relationship between managerial support, organizational identification, organizational citizenship behavior and burnout perceived by teachers.There are not many studies in the field literature that deal wi th these four v ariables at the same time.Based on the theoretical res earch, a model was constructed with these four variables and this model was tested with the structural equation model.
The following hypothes es have been developed after examining the literature on organizational identification, perceived supervisor support, organizational citizenship behavior, and burnout: H1.PSS positively affects the OCB and negatively affects the burnout.
H3. OI positively affects the OCB and negatively affects the burnout.
H4. OI has a partial mediation role for the effect of PSS on OCB.
H5. OI has a partial mediation role for the effect of PSS on burnout.

Research Goal
In this research, it is aimed to study the correlations between PSS, OI, OCB, and burnout of teachers.

Research Model
Relational screening model was used to determi ne the correlations between PSS, OI, OCB, and burnout of teachers and structural equation model was used to show the effect between the variables.Research model was shown in Figure '.

Figure 1. Research Model Study Group
The study group of this research was composed of 234 teachers.These teachers work in 20 different high schools in the Giresun ci ty center of Turkey.Simple randomized sampling method was used to determine the study group.The characteristics of the teachers in this working group are as follows: 88 (37.6%) female, 146 (62.4%) male; 17 (17.3%) of them are 22-31 years old, 107 (45.7%) of them are 32-41 years old, 80 (34.2%) of them are 42-51 years old, 26 (11.1%) of them are 52-61y ears, 4 (1.7%) of them are 62 and older; 199 (85%) of them are marri ed and 35 (15%) of them are single; 212 (90.6%) of them have bachelor's degree, 22 (9.4%) of them have master's degree.

Data Collection Tools
Perceived Supervisor Support Scale: PSS was measured using the 14-item scale which is developed by Kottke & Sharafinski (1988).Ozdemir (2010) adapted the scale into Turkish.

Organization Identification Scale:
The "O rganizational Identity Scale" developed by Mael & Ashforth (1992) was used to measure the organizational identification lev el of teachers.The scale is 6 item and one -dimensional structure.Items are rated on five-point Likert scale.Cronbach's alpha was .81.The scal e was adapted to Turkish for this research with permission from researcher.The scale was initially translated into English by two experts on English.The scale, which is translated into Turkish independently, has been translated i nto English by two field experts.The translated scale was evaluated for language equivalence and the mos t appropri ate text in Turkish was accepted.The scale adapted into Turkish was pre-applied to a group of 30 teachers.Explanatory factor analysis was performed to tes t the construct validity of the scale.As a result of the analysis of the principal components and the varimax method, it has been found that there is a component with an eigenv alue greater than 1 for 6 items taken for analysis.The contribution of this component to the total variance is 48.53%.In single-factor scales, it is considered that explai ned variance is 30% or more accepted to be sufficient (Buyukozturk, 2014).Factor loadings of the scal e vary between .40 and 0.89.Cronbach's alpha is determined as 0.78.The explanatory factor has determined that the scale is a s ingle-factor structure.CFA was performed to verify single-factor structure and the single-factor structure was verified (χ2/df=3.56,p<.001; GFI=.97;CFI= .94,IFI= .95,AGFI= .92,NFI=91, RMSEA= .08,RMR= .04).
Organizational Ci tizenship Behavior Scale: OCB was meas ured developed by a scale DiPaola, Tarter & Hoy (2005).The scale consists of one dimension and 12 items.In calculation of the total score, the scoring of the two items on the scale is inversely made.The scale was adapted into Turkish by Tasdan & Yilmaz (2008).Items are rated on five-point Likert scale.In this study, CFA was performed to the scale.The fit indices of the model were as follows: χ2/df=2.32,p<.001; RMSEA= .07,GFI=.92;AGFI= .88,CFI= .93,IFI= .93,RMR= .02.Cronbach's alpha is determined as .85 in this study.
Burnout Measure: The Burnout Measure Short Version (BMS) developed by Pines (2005) was used to determine the burnout levels of the teachers.Cronbach Alpha value of the scale, the original of which is single-dimension and 10-items was calculated as α=.85.The scale was adapted into Turkish by Tumkaya, Cam & Cavusoglu (2009).In this study, CFA was performed to the scale.The fit indices of the model were as follows: χ2/df=2.40,p<.001; RMSEA= .07,GFI=.93;AGFI= .89,CFI= .95,IFI= .95,RFI=.90, NFI=92, RMR= .04.Cronbach's alpha is determined as .85 in this study.

Analysis of the Data
European Journal of Educational Research 505 Correlation analysis and s tructural equation model were used to determine the correlations between v ariables.Sobel test was performed to calculate the significance of the mediation effect.
The range of goodness-of-fi t values for fitness evaluation of the model (Schumacker & Lomax, 2012;Meydan & Sesen, 2015) are shown in Table 1.The linear correlation between supervisor support perceptions, identification, organizational citizenship behavior, and burnout of teachers and whether organizational identification has an mediation rol e in this correlation were determined with three-different-path analysis.Baron and Kenny (1986) method was used as basis to prove the effect of mediation.According to Baron and Kenny (1986), some conditions need to be met in order to determine the intermediary effect: 1.The independent variable (supervisor support) must have a significant effect on the dependent variable (organizational citizenship behavior and burnout).
2. The independent variable (supervisor support) must have a significant effect on the intermediary variable (organizational identification).
3. The i ntermediary variable (identification) must have a significant effect on the dependent variabl e (organizational citizenship behavior and burnout).
4. When intermediary variable (organizational identification) is analyzed with independent vari able (supervisor support), the influence of independent variable on the depend ent variable must decreas e, while the intermediary variable has a significant influence on the dependent variable.In such case, the intermediary effect may be considered only when the effect of the independent variable on the dependent vari able becomes me aningless (full medium) or decreases (partial medium).
Structural equation model was used to test hypothesis of research.The effect of PSS on the OCB and burnout were examined in the first model.The first model is shown in Figure 2.
X 506  UZUN / Supervisor Support, Organizational Identification, Organizational Citizenship Behavior, and Burnout  3.According to the findi ngs obtained, PSS has a positive effect on O CB (β= .46;p< .001)and negative effect on burnout (β= -.46; p< .001).The first hypothesis of the study was accepted with this finding.
The effect of perceived supervisor support on the or ganizational identification and the effect of organizational identification on the organizational citizenship and burnout were examined in the second model.The second model is shown in figure 3.

Figure 3. The Second Model
The fit indices of the model were as follows: χ2/df =1.66, p<.001; RM SEA= .053,IFI= .90,CFI= 90; RMR= .07.Path Coefficients of Model 2 are shown in Table 4.According to the findings obtained, it is observ ed that PSS has a positive effect on OI (β= .63;p< .001).Also, OI has a positive effect on OCB (β= .55;p< .001)and negative effect on burnout (β= -.51; p< .001).The second and third hypotheses of the study were accepted with this finding.
In the third model, PSS participated in the analysis as independent variabl e, OCB and burnout participated in the analysis as dependent v ariables, and OI participated in the analysis as intermedi ary variabl e.The third model is shown in Figure 4.  5.According to the findings obtained, PSS has a significantly positive effect on OI of teachers (β= .50;p< .001).Also, OI has a significantly positive effect on OCB (β= .26;p< .05)and burnout (β= -.22; p< .05).Also, the effect of PSS on OCB (β= .33;p< .001)and burnout (β= -.34; p< .001)decreased with the participation of OI in the model.Accordingly, OI has a partial mediator role for the effect of supervisor support on organizational citizenship behav ior and burnout.In addi tion, the Sobel test was performed to calculate the significance of the intermediary effect.Sobel (z) was found to be significant (z=2.17,p=.03, p<.05) in intermedi ary effect of OI in the coefficient of PSS and OCB.Sobel (z) was found to be significant (z=-2. 03, p=.04, p<.05) in intermediary effect of organizational identification i n the coefficient of supervisor support and burnout.This finding confirms that OCB of teachers have an intermediary role in the effect of PSS on the OCB and burnout of them.The fourth and fifth hypotheses were confirmed.

Discussion and Conclusion
This study analyses the correl ations between teachers' perceived supervisor support (PSS), organizational identifications (OI), organizational ci tizenshi p behaviors (OCB) and burnout and the role of organizational identification in this correlation.The study was conducted from the perspective of social change and social identi ty pers pective.Employees' attitudes and behaviors in the social change process are affected by supervisor support (Rhoades & Eisenberger, 2002;van Knippenberg et al., 2007;Yadav & Rangnekar, 2014).
According to the study results, teachers' PSS is positively related to OI and their PSS influence OI positively.This result is parallel to previous res earch findings (Gok, Karatuna & Karaca, 2015;van Knippenberg et al., 2007) which showed that there was a positive correlation between PSS and OI.This result is in line with the research findi ngs of van Knippenberg et al. (2007) in terms of revealing the interaction between social change theory and social identity theory.OI is that an employee defi nes himself/herself with the organization and feels to belong to it.PSS is seen as a pioneer in employee's assessment on organization and social change correlation (Rhoades & Eisenberger, 2002).In this context, the PSS which the employee perceives has an important influence in terms of the OI.As teachers perceive positive support from the supervisor, their identification with school can increas e.The resul ts of the study show that teachers' PSS is positively related to OCB and teachers' PSS influence OCB positively.This result is confirmed by the findings of Chen et al. (2008), Yadav &Rangnekar (2014), andWang (2014), which shows that PSS i s positively rel ated to OCB.This result can be explained by the theory of social change (Blau, 1964).According to Blau (1964), employees are more likely to respond positively to the positive behaviors of the people they interact wi th.Teachers can voluntarily carry out various actions for the benefit of the school when they receive positive support from school administrators.
According to the results, teachers' PSS is negatively related to burnout and thei r PSS influence their burnout negatively.This result is in line with the previous research findings ( Av anzi et al., 2015;Brackett et al., 2010;Guarana, 2010;Kahn et al., 2006) which found negative correlations between PSS and burnout.Pursuant to this condi tion which can be expl ained according to the theory of social change, as the perceived positive support of the teachers from the school administrators increases, the burnout levels decrease.
According to the results, teachers' OI is related to OCB and OI affects their O CB positively.This result i s in line with the previous res earch findings (Dukerich et al., 2002;Shen et al., 2014;v an Dick et al., 2006;van Dick et al., 2008;Zhang et al., 2017) who show that OCB of employees experiencing positive identification to their organization are positiv e as well.According to the theory of social identity, the more identified the one is with the his/her organization, the more likely it is that he behaves accordi ng to its interests of the organization (As hforth & Mael, 1989).In this context, when teachers are identified wi th thei r schools, thei r OCB can voluntarily increas e.In addition, teachers' is OI related to burnout and their OI affects burnout negatively.
This result is confirmed by the findings of Av anzi et al. ( 2015) who find negative correlatio n between the identification levels and burnout of teachers.Also, Lammers et al. (2013) show that there is significant negative correl ations between OI and emotional exhaustion and depersonalization dimensions of burnout.According to the results, OI play s a parti al intermediary role in the influence of PSS on OCB.This result is parallel to research findings of van Knippenberg et al. (2007), who show that social change processes and social identity processes are related.Also, OI has a parti al intermediary role for the effect of PSS on burnout.This result is in line with research findi ngs of van Kni ppenberg et al. (2007), who finds that the social change processes and social identi ty processes interfere with predicting resignation from the job.
It has been found through res earch that PSS and OI are significant influences in increasing OCB and reducing burnout levels of teachers.It is believed that the paying attention to this issue by educational supervisors in supervising processes shall make contribution to the aims and the success of the school.It forms the limitations of this study that the study which examines the correlations between teachers' PSS, OCB, and burnout and determi nes the parti al mediation role of OI in this correlation was conducted onl y at high schools.However, it is considered that the resul ts obtai ned shall make contribution to the res earchers who shall carry out research on these issues and implementers in spite of this limitation.From this poi nt of view, it is suggested that this study be carried out in different sampl e groups.
It may be recommended to the researchers who shall carry out research in the future on this subject that they analyze the intermedi ary correlation of teacher's PSS and OI on the dependent variables s uch as o rganizational involvement, job motivation, and job performance with structural equation model.

Figure 2 .
Figure 2. The First Model

Figure 4 .
Figure 4.The Third Model regarding Intermediary Effect

Table 3 .
Path Coefficients of Model 1

Table 4 .
Path Coefficients of Model 2

Table 5 .
Path Coefficients of Model 3