Title:
Structural Study of Colleague Support among Teachers in Public Schools of Ardabil Province
Authors:
Homayra Hashemi
(Corresponding Author
)
Department of Primary Education, Ministry of Education of Ardabil Province, Parsabad, Iran
)
Department of Primary Education, Ministry of Education of Ardabil Province, Parsabad, Iran
Abstract:
Abstract
The aim of the present study is to investigate the structure of colleague support and analyze the relationships among its various dimensions among teachers in public schools of Ardabil Province. Colleague support, as one of the key sources of social support in educational environments, plays a decisive role in increasing job satisfaction, organizational commitment, and reducing job burnout. This research is applied in terms of purpose and descriptive-survey correlational in terms of method. The statistical population included all teachers in public schools of Ardabil Province during the 2025–2026 academic year (N = 7,450). The sample size was determined as 365 participants using Cochran's formula and selected through stratified random sampling. The data collection tool was a researcher-developed questionnaire based on House's (1981) model, consisting of 24 items across three dimensions: emotional support, instrumental support, and informational support. The reliability of the instrument was confirmed with a Cronbach's alpha coefficient of 0.934. Data were analyzed using the Kolmogorov–Smirnov test, confirmatory factor analysis, and fit indices in AMOS software. The results indicated that the three-dimensional structure of colleague support had a good fit. Furthermore, the square root of AVE for each factor was greater than the inter-construct correlation coefficients, indicating adequate discriminant validity of the dimensions. According to the results, the overall mean of colleague support among teachers in Ardabil Province was at a high level. The findings suggest that emotional, instrumental, and informational support significantly contribute to strengthening professional relationships, reducing psychological stress, and enhancing the sense of organizational belonging. Therefore, fostering a culture of cooperation, encouraging knowledge exchange, and expanding collaboration among teachers can lead to improved educational performance quality and the promotion of mental health in schools.
The aim of the present study is to investigate the structure of colleague support and analyze the relationships among its various dimensions among teachers in public schools of Ardabil Province. Colleague support, as one of the key sources of social support in educational environments, plays a decisive role in increasing job satisfaction, organizational commitment, and reducing job burnout. This research is applied in terms of purpose and descriptive-survey correlational in terms of method. The statistical population included all teachers in public schools of Ardabil Province during the 2025–2026 academic year (N = 7,450). The sample size was determined as 365 participants using Cochran's formula and selected through stratified random sampling. The data collection tool was a researcher-developed questionnaire based on House's (1981) model, consisting of 24 items across three dimensions: emotional support, instrumental support, and informational support. The reliability of the instrument was confirmed with a Cronbach's alpha coefficient of 0.934. Data were analyzed using the Kolmogorov–Smirnov test, confirmatory factor analysis, and fit indices in AMOS software. The results indicated that the three-dimensional structure of colleague support had a good fit. Furthermore, the square root of AVE for each factor was greater than the inter-construct correlation coefficients, indicating adequate discriminant validity of the dimensions. According to the results, the overall mean of colleague support among teachers in Ardabil Province was at a high level. The findings suggest that emotional, instrumental, and informational support significantly contribute to strengthening professional relationships, reducing psychological stress, and enhancing the sense of organizational belonging. Therefore, fostering a culture of cooperation, encouraging knowledge exchange, and expanding collaboration among teachers can lead to improved educational performance quality and the promotion of mental health in schools.