PERCEPTION OF SUPERVISOR AND COLLEAGUE SUPPORT AMONG TEACHERS: ANALYSIS OF STRUCTURAL DIFFERENCES IN SCHOOLS IN REPUBLIC OF SERBIA
DOI:
https://doi.org/10.7251/NSK2520007MKeywords:
supervisor support, peer support, teachers, work environment, Karasek questionnaireAbstract
The aim of this research was to examine the level of perceived support that teachers receive from their supervisors and colleagues, as well as to determine whether there are differences in the experience of support in relation to gender, place of work (city/rural), type of employment (fixed/permanent), and type of job (classroom or subject teaching). The study was conducted on a sample of 704 primary school teachers in the Republika Srpska. An adapted version of the Karasek questionnaire, which measures supervisor support and co-worker support, was used to collect ata. The results show that there are no statistically significant differences in the perception of support in relation to the sociodemographic and professional variables examined. The average values obtained for both support scales ranged in a narrow range of 11 to 12 points (on a scale of 6 to 16), indicating a moderate to high level of perceived support. These findings suggest a relatively uniform availability of support in the teaching profession, regardless of individual or work characteristics, which opens up space for further research into the qualitative aspects of support and its functionality in practice.
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