Today, expectations from education and teachers have increased. International studies on learner and teacher competencies, emphasize changes in content and pedagogical approaches with the effect of technology (Bachy 2014). A generation ago, the teaching of a fixed curriculum was central to education in most countries, assuming that what teachers teach will last a lifetime; nowadays, in the conditions where the content is easily accessible in search engines and the information is digitized; Teachers need to manage complex ways of thinking, deeply understand students' motivations and emotions (Schleicher, 2012). Educational institutions faced with challenges such as hybrid education, digitalization of education, and the development of techno pedagogical approaches, have difficulties in finding and retaining qualified, committed and motivated teachers who will adapt to these changes. Because these changes can increase teachers' stress, burnout, and intention to quit. A meta-analysis study examining the psychological states of teachers reveals that the prevalence of burnout, stress, anxiety and depression in teachers is in high ranges (Agyapong, Obuobi-Donkor, Burback & Wei, 2022). The differences in the approach to work of Generation Y also make it difficult for their organizational commitment and retention in the organization (Pandita & Ray, 2018).
Organizational commitment is one of the important factors that keep employees in organizations and increase their job motivation. According to Meyer and Allen (1997), organizational commitment is “the employee's feeling of being connected to his organization”. Organizational commitment has three dimensions as "Adaptation", "Identification" and "Internalization" (O'Reilley & Chatman, 1986). Organizational commitment not only helps to keep employees in the organization, but also affects the success of organizations (Balay, 2000; Boylu, Pelit, & Güçer, 2007). Employees with high commitment make extra efforts for their jobs and organizations, play a role in maintaining the competitive advantage of the organization and focus on contributing to high performance (Kim & Brymer, 2011; Pandita & Ray, 2018). According to Khan (1990) ensuring organizational commitment depends on three conditions: the employee's finding their work meaningful, being safe in the organization and having a variety of skills that improve the person at work. Perceived organizational support is “the degree to which employees believe that their organization values their contributions and considers their well-being” (Robbins & Judge, 2013). According to studies, organizational support perceived by teachers affects organizational identification (Demir, 2015). The concept of meaningful work is expressed as a tool of “deep motivation”, “job satisfaction and organizational commitment”. It is the deep satisfaction that a person gets from having done the job and succeeded while doing his job, and the inner, deep motivation to do his job” (Chalofsky & Krishna,2009; Akar,2020).

Researches show that as emotional commitment increases, intention to quit and burnout decreases in teachers. In the competitive conditions where expectations from education increase and the way of doing work changes; Job satisfaction and organizational commitment of qualified teachers, who will adapt to changes and increase the effectiveness of themselves and the school by integrating information technology with pedagogical elements are important. In this study, it is aimed to determine the effect of teachers' perceived organizational support, meaningful work and job satisfaction level on organizational commitment. In the research: a) What are the teachers' levels of meaningful work, perceived organizational support and job satisfaction? b) Do teachers' opinions on meaningful work, organizational support, and job satisfaction levels differ significantly according to generation (X and Y), gender, seniority, school type and school size? c) Is meaningful work level, perception of organizational support and job satisfaction together a significant predictor of organizational commitment ? questions will be answered.

The research will be conducted with the relational screening method, as it includes determining the levels of meaningful work, perceived organizational support and job satisfaction, its relationship with various variables and the effect of meaningful work, perceived organizational support and job satisfaction on organizational commitment in teachers. Organizational commitment predicted (dependent) variable; meaningful work, perceived organizational support and job satisfaction were determined as predictive (independent) variables. The sample of the research consists of 400 teachers working in public schools in two cities in Turkey. Theoretical sample size chart was used for universes of different sizes to determine the sample size. Within the scope of the research, data are collected through the Meaningful Job Level Scale (Akar, 2020), Perceived Organizational Support Scale (Nayır, 2014), Job Satisfaction Scale (Tezer, 2001), Organizational Commitment Scale (Balay, 2000). It was decided by a simple random method that the measurement tools would be applied to the participants in which schools. In the analysis of the data, descriptive statistical techniques such as frequency, arithmetic mean and percentage was used to determine teachers' meaningful job, perception of organizational support, job satisfaction and organizational commitment levels. The t-test was used to analyze whether the opinions of the groups show a statistically significant difference according to the gender, generation (X and Y), education level variables; ANOVA (One-way analysis of variance) was used to analyze whether there is a significant difference according to seniority, branch, education level, school type and school size variables. Multiple regression analysis was used to determine the effect of meaningful work, perceived organizational support, and job satisfaction on organizational commitment.

In this study, it was found that the teachers found their job mostly meaningful and; It was found that they perceived organizational support at a moderate level in the sub-dimensions of organizational justice and Organizational Awards and Work Conditions, and at a very high level in the sub-dimension of supervisors support. Perception of teachers' organizational commitment is low in the compliance sub-dimension, moderate in the identification sub-dimension and high in the internalization sub-dimension. There is a statistically significant difference between the opinions of teachers about meaningful work according to the variables of subject and school type. In the study, it was found that high school teachers found their jobs more meaningful compared to primary and secondary school teachers. The perceptions of school administrators on organizational support and organizational commitment are more positive than teachers. According to gender and school type, there is a significant difference between the perceptions of teachers on the organizational commitment dimension. Male teachers and teachers working in primary schools have higher compliance commitment than female teachers and teachers working in secondary and high schools. In the study, it was also revealed that organizational support and job satisfaction is an important predictors of organizational commitment. It is expected that the results of the study will be useful in understanding the psychological and professional motivations of teachers in their relationship with their work and organizations under changing conditions. Based on the results, it can be suggested that teachers should be developed, professional empowerment and coaching-mentoring, maintaining their well-being, ensuring their loyalty, and psycho-social programs could be developed in education and school management. Research can be conducted on the management of educators' well-being in prospective education management and leadership, teacher engagement and digitalization conditions.

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