Explore How Social and Institutional Support Systems Influence Educators’ Well-Being: Emphasis on Relationships with Colleagues, Administrators, And the Broader Community

Josephine Chelelwa Zulu, Chrispine Mulenga Mwambazi and Moose John
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Josephine Chelelwa Zulu: Institute of Distance Education, UNZA, Zambia
Chrispine Mulenga Mwambazi: Institute of Distance Education, UNZA, Zambia
Moose John: Institute of Distance Education, UNZA, Zambia

International Journal of Latest Technology in Engineering, Management & Applied Science, 2025, vol. 14, issue 7, 375-383

Abstract: Educators frequently contend with significant psychological and emotional pressures, yet the buffering role of social and institutional support systems remains underexplored. This study examines how relationships with colleagues, school administrators, and the broader community influence educators’ well-being. It explores the multilayered interactions among personal, professional, and institutional environments that affect teacher resilience and satisfaction. Data were collected through qualitative interviews with educators from various secondary schools. The findings indicate that supportive peer relationships and responsive leadership play a critical role in reducing burnout and enhancing job satisfaction. In contrast, environments characterized by a lack of collaboration and empathy tend to intensify stress and feelings of isolation. This study contributes to ongoing discussions surrounding teacher retention and mental health by highlighting the importance of systemic support. It concludes that collective care and institutional responsiveness are essential to sustaining educator well-being. The study recommends school-wide initiatives that promote peer mentorship, encourage open dialogue with administrators, and foster stronger community engagement.

Date: 2025
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