Psychological resilience: the hidden key to managerial support and performance in teachers

Although managerial support, psychological resilience, and employee performance have been examined separately in the literature, studies integrating these variables into a single mediational framework particularly among physical education and sports teachers in T & uuml;rkiye remain limited. Addressing this gap, the present study investigates the relationships among perceived managerial support, psychological resilience, and employee performance, and examines whether psychological resilience serves as a mediating mechanism. The research adopted a relational survey model, and the sample consisted of Physical Education and Sports Teachers working in Erzurum province. Data were collected using the Perceived Managerial Support Scale (Kottke & Sharafinski 1988; Ozdemir, 2010), Employee Performance Scale (Kirkman & Rosen, 1999; & Ccedil;ol, 2008), and Psychological Resilience Scale (Smith et al., 2008). Normality was confirmed, and analyses included Pearson correlations, CFA via AMOS 24, and Bootstrap-based regression using IBM SPSS 24. Findings revealed that perceived managerial support significantly and positively predicts both psychological resilience and employee performance. Moreover, psychological resilience demonstrated a significant mediating effect in the relationship between managerial support and performance. These results contribute to the field by identifying psychological resilience as a key mechanism explaining how managerial support enhances teachers' performance, and highlight the practical importance of strengthening supportive leadership practices and resilience-building initiatives in educational settings.