Social Support and Resilience as Predictors of Teachers’ Task Performance
Abstract
Teachers are often exposed to stressful situations and challenges that can affect their efficiency, resilience and professional satisfaction. In this paper, the relationship between sources of social support and teachers’ resilience and success in everyday teaching challenges was investigated. The main goal of the work was to examine the predictive role of social support and resilience in explaining the performance of teachers in their work tasks. The research was conducted on a convenient sample of 130 teachers (61 or 46.92% men and 69 or 53.08% women/), aged 25 to 60, who teach in upper grades of primary schools in the area of Tuzla Canton. The average age of the respondents was M= 41.02; SD=9.91. The paper used the Social Support Questionnaire, the Resilience Scale (BRS) and the Success Questionnaire in the performance of work tasks. In order to determine the significance of social support and resilience for the criterion variable of success in work tasks, a multiple regression analysis was used. Within the predictor model consisting of social support and resilience, only teacher’s social support was a significant predictor (β = .589, p < .001). Resilience in this research is not a significant predictor of success in the work tasks of teachers (β= .072, p = .328). No significant difference in performance in work tasks was confirmed by gender, while a significant difference was found in resilience by gender. There was also no significant difference in resilience and performance in work tasks with regard to age. To improve the effectiveness of teachers, measures aimed at strengthening social support, especially from family members, are important. Systemic social support can be a key factor for the professional development and resilience of teachers in a dynamic school environment.
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DOI: https://doi.org/10.51558/2490-3647.2026.11.1.971
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