Examining the relationship between teachers' quiet resignation tendencies and administrator support and colleague relationships

The purpose of this study is to examine the relationship between teachers' silent resignation tendencies and their perceived administrative support and collegial relationships. The study evaluated the effects of administrative and social support on silent resignation, and analyzed whether teachers' silent resignation differed significantly across demographic variables in terms of these three variables. Silent resignation is defined as teachers fulfilling only the responsibilities outlined in their job descriptions without physically leaving their jobs, resulting in a decrease in professional commitment. The study employed a correlational screening model, a quantitative research method. The study sample was randomly selected, and 343 teachers were reached. Data were collected using the Silent Resignation Scale, the Perception of Collegial Relationships Scale, and the Perception of Administrator Support Scale. SPSS 22 was used for data analysis, and descriptive statistics, t-tests, one-way analysis of variance (ANOVA), Pearson correlation analysis, and effect size calculations were performed. According to the research findings, teachers' silent resignation tendencies were at the indecisive level, while their perceptions of collegial relationships and administrative support were at the positive level. A low-level positive correlation was found between silent resignation and collegial relationships, and a moderate-level positive correlation was found with administrative support. Collegial relationships were positively correlated with job satisfaction and the work environment, while administrative support was significantly correlated with the work environment, job satisfaction, and incentives. Silent resignation, collegial relationships, and administrative support were examined within the context of gender, marital status, field of study, and professional seniority. A significant difference was found only in terms of demographic variables based on marital status; married teachers were found to have higher levels of emotional exhaustion and silent resignation. These findings suggest that teachers' tendency to silent resign is not only individual but also linked to their organizational and social environments. The study offers several recommendations for practitioners and researchers to encourage school administrators to adopt supportive leadership approaches and strengthen collegial relationships.