Perceived organizational support, psychological empowerment, and job satisfaction as key predictors of public school teacher performance

This study examines the levels and predictive effects of perceived organizational support, psychological empowerment, and job satisfaction on teachers’ work performance, highlighting the important role of teachers in school success. A mixed-methods sequential explanatory design was used, involving 201 randomly selected public school teachers from three large local schools in the quantitative phase and seven purposively selected teachers in the qualitative phase. Data were collected through a validated and reliable questionnaire and semi-structured interviews. Quantitative data were analyzed using mean, standard deviation, and multiple regression, while qualitative data were analyzed using a six-phase thematic approach. Trustworthiness was ensured through member checking, careful sampling, code–recode procedures, thick description, data saturation, prolonged engagement, and data auditing. The findings showed that teachers had moderate levels of perceived organizational support, psychological empowerment, job satisfaction, and work performance, indicating a need for improvement in these areas to achieve higher performance. Perceived organizational support, psychological empowerment, and job satisfaction were significant predictors of teachers’ work performance. These results suggest that school policies and practices should focus on strengthening these factors to enhance teachers’ performance.