The present study aimed to investigate the relationship between perceived organizational support and job engagement among elementary school teachers in the city of Isfahan. Considering the influential role of organizational support in enhancing teachers’ motivation, psychological energy, and quality of performance, this research adopted an applied purpose and a descriptive–correlational method. The statistical population consisted of all elementary school teachers in Isfahan, and the sample was selected using an appropriate sampling method. Data were collected through the Perceived Organizational Support Questionnaire by Eisenberger et al. (1986) and the Job Engagement Questionnaire by Schaufeli and Salanova (2001). The reliability of the instruments was confirmed through Cronbach’s alpha and composite reliability. Data analysis was performed using structural equation modeling. The findings revealed that perceived organizational support has a positive and significant effect on job engagement. Increased organizational support was associated with higher levels of enthusiasm, vitality, and dedication among teachers. These results highlight that paying attention to teachers’ well‑being and creating supportive conditions can enhance their intrinsic motivation and engagement. Accordingly, it is recommended that school administrators adopt supportive policies and job enrichment programs to improve teaching quality.