Effect of enabling and coercive bureaucracies and of perceived organizational support during the pandemic on teachers’ intention to leave the profession

This study examined the effects of enabling and coercive bureaucracies government education authority (GEA), perceived organizational support during pandemic on teachers’ intention to leave profession in Israel. Data were collected through a cross-sectional survey 267 Israeli public school teachers (80% women). I used series hierarchical multiple regression analyses examine differential GEA school-level factors profession, explored path model which mediated GEA. The results indicated that bureaucratic structure negatively predicted inclination leave, whereas its positively leave. In addition, showed had greatest influence extent this cancelled out overcame negative effect Furthermore, partially