The Motivational Role of Educators in terms of Social Support from the School Principal and Other Colleagues at Work

The process of integrating a new teacher into the school unit requires a number of phases, one of which is giving the new teacher with social support. According to the findings of Stavropoulos (2013), the sentiments that teachers experience when they contemplate leaving their present unit or transferring to a new unit are highly influenced by the function of social support from the school principal and other colleagues in the workplace. However, new replacement teachers in Greek public school units are often unsatisfied with the degree of recognition and appreciation they get from their colleagues, as well as the level of professional and social support they receive from the environment of the school. This is especially true of the level of assistance they receive from their colleagues. Principals and parents of students are also unsatisfied with the degree of professional and social support that their children get from the school environment. This discontent extends to the level of assistance that instructors offer for their kids. This dissatisfaction is more likely to take place at institutions that have a larger overall student body and more beginning teachers who may benefit from receiving counseling support. This problem can be improved with the assistance of a professional. In spite of the significance of providing replacement instructors with assistance and direction, the actual educational system does not adhere to every standardized teaching strategy. The pleasure of both parties, as well as their continuing employment at the school, as well as their level of dedication to the learning process, are directly correlated to the quality of the connection that exists between the school principal and the new substitute teacher. Peer counseling is an informal activity that may be interpreted in a variety of different ways depending on the school unit in which it is being carried out. The institutionalization of teacher advice in public schools has not yet been achieved. In a more casual environment, newly hired substitute instructors might get help in a number of different ways. It is acknowledged that leadership plays an important role in providing mentorship, support, and assistance for new substitute teachers at schools, and that administrators of such schools have good views regarding the adoption of programs like these.