Social Support Giving and Teacher Development

  • Bick-har LAMEmail author


The investigation of social support in learning and teaching in Chaps.  4 and  5 informs a form of practice that illustrates the characteristics of social support. This chapter continues to explore the benefits of social support giving for support givers in the role of teachers. It seeks to accomplish the following objectives:
  • How is social support giving related to teachers’ satisfaction?

  • Is providing social support to students related positively to teacher development?

  • What are the attributes that determine teachers’ positive development in the teaching profession?

  • Do mental health issues have anything to do with teachers’ lack of satisfaction in teaching? If so, why?

The chapter begins with a discussion that ‘love for students’ has emerged as a common reason in the literature to explain teachers’ motivation to join the teaching profession. This is also the reason that keeps teachers in the profession despite the challenges they face in the education environment, across cultures over time. The chapter discusses evidence of the claim that teachers’ social support behaviour can drive teachers to advance their teaching strategies and also support them in their attempts to negotiate with the social environment to achieve their personal goals of teaching, which eventually help teachers to experience a satisfying and fulfilling career. The link regarding teachers’ career satisfaction to teachers’ self-efficacy has been demonstrated, whereby self-efficacy could be enhanced by social support giving. The chapter continues to explore the attributes that determine teachers’ positive engagement with the teaching profession. This part of the discussion elucidates the nature of teaching, teacher satisfaction, teacher’s personality traits, and the emotional work of teaching, which explain how teachers can proceed with a more satisfying career and advance in the profession. The chapter also discusses the detrimental effects of the performative culture that dominates current educational environments and has changed learning and teaching to a consumerism relationship instead of a human caring relationship, thus harming both teacher development and the teaching profession. A number of recommendations for teacher education and teacher development are suggested. The chapter concludes with a framework for viewing the link between teacher altruistic motivation (satisfaction), teacher development and teacher practice. It suggests that social support is an underlying trait of good teaching and a perspective for interpreting teaching, and emphasises that the well-being of students and teachers should be valued in the scholarship of the education discipline.


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© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.The Education University of Hong KongHong KongHong Kong

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