Źródła i znaczenie wsparcia społecznego w doświadczeniach nauczycieli - analiza narracyjna pamiętników
Sources and Meaning of Social Support in Teachers' Experiences - a Narrative Analysis of Diaries

Summary/Abstract: The aim of this article is to analyze teachers' experiences related to the social support they receive and expect in their professional work. The research material consisted of teachers' diaries, in which the authors described their daily challenges, relationships, and needs. A qualitative approach was used, focusing on identifying sources of support (including family, colleagues, management, students, external institutions) and factors determining its effectiveness. Narrative analysis allowed us to identify three main areas: (1) emotional support as key to coping with professional stress, (2) instrumental and organizational support, which influences teachers' sense of agency, and (3) the need for institutional support, particularly in the context of work overload. The results indicate that teachers often experience a discrepancy between the support they receive and the support they expect, which affects their well-being and work effectiveness. The article emphasizes the need for a systemic approach to building support networks in the educational environment and points to practical implications for education policy and teacher training.

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