The social and emotional dynamics of teachers’ peer relationships

Research in education is increasingly focusing on the critical role of peer relationships among teachers, acknowledging their significant impact on professional life, wellbeing, and retention. A recent study aims to develop a theoretical framework to explain the variations in these relationships, utilizing a critical realist grounded theory approach and a mixed-method design.

Why it matters

Understanding the dynamics of teachers' peer relationships is strategically important as it directly influences workforce stability, professional development, and overall institutional effectiveness. Proactively addressing these dynamics can contribute to improved staff retention and enhanced educational outcomes by fostering a more supportive and collaborative professional environment.

Key insights

• Teachers' relationships with colleagues are a crucial yet often overlooked aspect of professional activity within educational institutions.
• Existing literature highlights a developing field of research concerning the role of collegial relationships in teachers' professional lives, wellbeing, and retention.
• A study was conducted to examine variations in teachers' peer relationships, with the objective of developing a theory to explain this phenomenon.
• The research employed a critical realist grounded theory approach, utilizing an equal status, sequential, mixed-method design.
• The study focused on individual teacher experiences and explored contextual issues related to collegial relationships across primary and secondary school settings.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1907631