An analysis of the effect of colleague support on teacher performance

This research was conducted to determine the relationship between colleague support and teacher performance. Maximum diversity and random (easily accessible) sampling methods were used in the study. The sample of the research consists of 10 administrators, 84 teachers and 390 students working in 7 different secondary education institutions in Gaziantep Şahinbey and Şehitkamil in the 2021-2022 academic year. The data of the study were collected with the "Performance Evaluation Form" and "Co-worker Support Scale". In the research, the performance of the teacher; While it was determined by the opinions of the school administrator, students and the teacher himself, colleague support was determined only by taking the opinions of the teachers with the scale applied to the teachers. At the end of the study, while teachers evaluated their own performance as "very good", school administrators and students evaluated their performance as "good". In the evaluation of teachers' own performance, in terms of demographic characteristics; While there was no difference in terms of gender, professional seniority, education level and school type variables, teachers in other branches rated themselves as "very good" in terms of branch variable, except for mathematics. It was found that male teachers had a higher perception of support than female teachers and graduate teachers had a higher perception of support than undergraduate teachers. In another finding, it was revealed that those with a seniority of 1-5 years and 11-15 years have a higher perception than those with a seniority of 6-10 years and 16 years. At the end of the research, it was also found that there was a moderate relationship between the support of colleagues and the performance of the teacher. Based on these findings, it can be suggested that it is possible to increase the performance of the teacher by including more practices that will increase colleague support in schools.