Home All Issues Issue articles Previous article

Co-Worker Support and Teacher Work Performance: A Social Exchange and Job Demands-Resources Perspective

Mengkorn Pum 1 2 3 *
1 National University of Management, CAMBODIA2 Woo Jeong Cambodia School, CAMBODIA3 University of Management and Economics, CAMBODIA* Corresponding Author
Educational Point, 3(2), 2026, e171, https://doi.org/10.71176/edup/19634
Publication date: Oct 18, 2026
Research Article
Open Access Open Access
Download PDF

ABSTRACT

Teacher work performance is a critical determinant of educational quality, yet the social dimensions of the workplace, specifically peer relationships, are often overlooked in performance models within the education sector. Grounded in Social Exchange Theory and the Job Demands-Resources (JD-R) Model, this study examines the association between co-worker support and teacher work performance in private and non-governmental organization (NGO) schools. Using a quantitative cross-sectional research design, data were collected from a sample of 300 teachers in Phnom Penh, Cambodia, through a multistage sampling procedure involving purposive selection of schools and simple random sampling of teachers within schools. Data analysis involved exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to assess the construct validity of the adapted scales, with internal consistency reliability assessed separately using Cronbach's alpha and McDonald's omega; descriptive statistics to summarize the distribution of perceived work performance and co-worker support; bivariate correlation to examine the association between the two variables; and hierarchical multiple regression to examine the incremental predictive contribution of co-worker support beyond demographic and institutional covariates. Descriptive statistics showed high levels of both perceived co-worker support and teacher work performance; bivariate analysis revealed a significant, moderate-to-strong positive correlation between the two variables; and the final regression model explained 31% of the total variance in teacher performance. These findings support the proposition that collegial support functions as both a socio-emotional exchange resource and a buffer against job demands, sustaining teacher performance. School administrators should prioritize peer support networks and relational quality as strategic tools for professional development, while also considering how demographic factors such as age and school context relate to work outcomes.

KEYWORDS

teacher performance co-worker relationships workplace relationships school environment employee performance organizational behavior

CITATION (APA)

Pum, M. (2026). Co-Worker Support and Teacher Work Performance: A Social Exchange and Job Demands-Resources Perspective. Educational Point, 3(2), e171. https://doi.org/10.71176/edup/19634
Harvard
Pum, M. (2026). Co-Worker Support and Teacher Work Performance: A Social Exchange and Job Demands-Resources Perspective. Educational Point, 3(2), e171. https://doi.org/10.71176/edup/19634
Vancouver
Pum M. Co-Worker Support and Teacher Work Performance: A Social Exchange and Job Demands-Resources Perspective. Educational Point. 2026;3(2):e171. https://doi.org/10.71176/edup/19634
AMA
Pum M. Co-Worker Support and Teacher Work Performance: A Social Exchange and Job Demands-Resources Perspective. Educational Point. 2026;3(2), e171. https://doi.org/10.71176/edup/19634
Chicago
Pum, Mengkorn. "Co-Worker Support and Teacher Work Performance: A Social Exchange and Job Demands-Resources Perspective". Educational Point 2026 3 no. 2 (2026): e171. https://doi.org/10.71176/edup/19634
MLA
Pum, Mengkorn "Co-Worker Support and Teacher Work Performance: A Social Exchange and Job Demands-Resources Perspective". Educational Point, vol. 3, no. 2, 2026, e171. https://doi.org/10.71176/edup/19634

REFERENCES

  1. Adeniji, A. A., Osibanjo, A. O., Iruonagbe, T. C., Olawande, T., Ibidunni, A. S., & Olokundun, M. A. (2019). From job satisfaction to organizational commitment: The mediating influence of perceived treatment of diversity among Nigeria’s public healthcare employees. Open Access Macedonian Journal of Medical Sciences, 7(12), 2031–2035. https://doi.org/10.3889/oamjms.2019.346
  2. Ahmad, R., Nawaz, M. R., Ishaq, M. I., Khan, M. M., & Ashraf, H. A. (2023). Social exchange theory: Systematic review and future directions. Frontiers in Psychology, 13, Article 1015921. https://doi.org/10.3389/fpsyg.2022.1015921
  3. Alfandi, A. M. (2016). Training impact on the performance of employees: “A case of Jordanian travel and tourism institutions”. International Business Management, 10(4), 377- 384. https://doi.org/10.3923/ibm.2016.377.384
  4. Allen, K. A., Longmuir, F., Thorn, M. G., Melzak, E., Berger, E., Gallo Cordoba, B., Phillips, M., & Reupert, A. (2025). What facilitates a sense of belonging amongst Australian teachers? Australian Journal of Psychology, 77(1), Article 2459190. https://doi.org/10.1080/00049530.2025.2459190
  5. Arar, K., Turan, S., Atmaca, T., & Kesim, E. (2026). From hierarchies to communities: the power of a unique school culture in defining teacher collaboration in a private school. Journal of Educational Change, 27, 59-82. https://doi.org/10.1007/s10833-026-09542-x
  6. Azer S. A. (2005). The qualities of a good teacher: How can they be acquired and sustained? Journal of the Royal Society of Medicine, 98(2), 67–69. https://doi.org/10.1177/014107680509800211
  7. Bakker, A. B., & Demerouti, E. (2017). Job demands-resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
  8. Blau, P. M. (1964). Justice in social exchange. Sociological Inquiry, 34(2), 193-206. https://doi.org/10.1111/j.1475-682X.1964.tb00583.x
  9. Brown, T. A. (2006). Confirmatory factor analysis for applied research. The Guilford Press. https://psycnet.apa.org/record/2006-07729-000
  10. Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). Routledge. https://doi.org/10.4324/9781315757421
  11. Cao, C., Shang, L., & Meng, Q. (2020). Applying the job demands-resources model to exploring predictors of innovative teaching among university teachers. Teaching and Teacher Education, 89, Article 103009 https://doi.org/10.1016/j.tate.2019.103009
  12. Chen, I. S. (2024). Extending the job demands–resources model to understand the effect of the interactions between home and work domains on work engagement. Stress and Health, 40(4), Article e3362. https://doi.org/10.1002/smi.3362
  13. Cho, Y. J., & Park, H. (2011). Exploring the relationships among trust, employee satisfaction, and organizational commitment. Public Management Review, 13(4), 551–573. https://doi.org/10.1080/14719037.2010.525033
  14. Corcelles‐Seuba, M., Sala‐Bars, I., Soler, M., & Duran, D. (2024). Impact of reciprocal peer observation on teacher collaboration perceptions. British Educational Research Journal, 50(3), 981-1001. https://doi.org/10.1002/berj.3958
  15. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications. https://edge.sagepub.com/creswellrd5e
  16. Datnow, A. (2011). Collaboration and contrived collegiality: Revisiting Hargreaves in the age of accountability. Journal of Educational Change, 12(2), 147–158. https://doi.org/10.1007/s10833-011-9154-1
  17. Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://pubmed.ncbi.nlm.nih.gov/11419809/
  18. Demir, E. K. (2021). The role of social capital for teacher professional learning and student achievement: A systematic literature review. Educational Research Review, 33, Article 100391. https://doi.org/10.1016/j.edurev.2021.100391
  19. Engida, M. A., Iyasu, A. S., & Fentie, Y. M. (2024). Impact of teaching quality on student achievement: Student evidence. Frontiers in Education, 9, Article 1367317. https://doi.org/10.3389/feduc.2024.1367317
  20. Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 18(3), 382-388. https://doi.org/10.1177/002224378101800313
  21. Göktaş, E., & Kaya, M. (2023). The effects of teacher relationships on student academic achievement: A second order meta-analysis. Participatory Educational Research, 10(1), 275-289. http://dx.doi.org/10.17275/per.23.15.10.1
  22. Gunawan, J., Marzilli, C., & Aungsuroch, Y. (2021). Establishing appropriate sample size for developing and validating a questionnaire in nursing research. Belitung Nursing Journal, 7(5), 356–360. https://doi.org/10.33546/bnj.1927
  23. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson Prentice Hall. https://www.drnishikantjha.com/papersCollection/Multivariate%20Data%20Analysis.pdf
  24. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning. https://eli.johogo.com/Class/CCU/SEM/_Multivariate%20Data%20Analysis_Hair.pdf
  25. Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. Cassell. https://api.pageplace.de/preview/DT0400.9781441146281_A23999118/preview-9781441146281_A23999118.pdf
  26. Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance based structural equation modeling. Journal of the Academy of Marketing Science, 43, 115-135. https://doi.org/10.1007/s11747-014-0403-8
  27. Hlado, P., Juhaňák, L., & Harvankova, K. (2025). Antecedents of perceived teacher work ability: a comprehensive model across work and non-work domains. Frontiers in Psychology, 16, Article 1557456. https://doi.org/10.3389/fpsyg.2025.1557456
  28. Hollenstein, L., & Brühwiler, C. (2024). The importance of teachers’ pedagogical-psychological teaching knowledge for successful teaching and learning. Journal of Curriculum Studies, 56(4), 480–495. https://doi.org/10.1080/00220272.2024.2328042
  29. Homans, G. C. (1958). Social behavior as exchange. American Journal of Sociology, 63(6), 597-606. https://doi.org/10.1086/222355
  30. Hostinar, C. E., & Gunnar, M. R. (2015). Social support can buffer against stress and shape brain activity. AJOB Neuroscience, 6(3), 34–42. https://doi.org/10.1080/21507740.2015.1047054
  31. Jöreskog, K.G., Sörbom, D. & DuToit, S.H.C. (2000). LISREL 8: New statistical features. Scientific Software International, Lincolnwood. https://www.semanticscholar.org/paper/Lisrel-8%3A-Structural-Equation-Modeling-With-the-J%C3%B6reskog-S%C3%B6rbom/da8f366d4ca843ecf7f254bc18a169cc7ccc44ba
  32. Kaiser, S., Patras, J., Adolfsen, F., Richardsen, A. M., & Martinussen, M. (2020). Using the job demands–resources model to evaluate work-related outcomes among Norwegian health care workers. Sage Open, 10(3). https://doi.org/10.1177/2158244020947436
  33. Kaiyom, S. A., Rahman, R. A., & Mustaffa, W. S. W. (2021). The effect of workload, supervisor support and co-workers support on work engagement among teachers. International Journal of Academic Research in Business and Social Sciences, 11(8), 1633–1647. http://dx.doi.org/10.6007/IJARBSS/v11-i8/10878
  34. Kesmodel, U. S. (2018). Cross‐sectional studies–what are they good for? Acta Obstetricia et Gynecologica Scandinavica, 97(4), 388-393. https://doi.org/10.1111/aogs.13331
  35. Kim J. H. (2019). Multicollinearity and misleading statistical results. Korean Journal of Anesthesiology, 72(6), 558–569. https://doi.org/10.4097/kja.19087
  36. Kim, S., & Wang, J. (2018). The role of job demands-resources (JDR) between service workers' emotional labor and burnout: New directions for labor policy at local government. International Journal of Environmental Research and Public Health, 15(12), Article 2894. https://doi.org/10.3390/ijerph15122894
  37. Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). The Guilford Press. https://psycnet.apa.org/record/2015-56948-000
  38. Kolleck, N., Schuster, J., Hartmann, U., & Gräsel, C. (2021). Teachers’ professional collaboration and trust relationships: An inferential social network analysis of teacher teams. Research in Education, 111(1), 89-107. https://doi.org/10.1177/00345237211031585
  39. Lemańczyk, J., Garczarek-Bąk, U., & Szymkowiak, A. (2026). Realizing the social capital theory through the creation of shared value. Decision, 53, 3-27. https://doi.org/10.1007/s40622-025-00453-z
  40. Li, L., Kanchanapoom, K., Deeprasert, J., Duan, N., & Qi, Z. (2025). Unveiling the factors shaping teacher job performance: exploring the interplay of personality traits, perceived organizational support, self-efficacy, and job satisfaction. BMC Psychology, 13(1), Article 14. https://doi.org/10.1186/s40359-024-02324-1
  41. MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130–149. https://doi.org/10.1037/1082-989X.1.2.130
  42. Martin, J. (2018). Putting the spotlight on teacher performance. The UNICEF Education Think Piece Series, 35. https://www.unicef.org/esa/media/641/file/EducationThinkPieces_4_TeacherPerformance.pdf
  43. Melzak, E., Allen, K. A., Jain, R., & Pruyn, M. (2025). A scoping review of the factors contributing to a sense of belonging in early career teachers. Educational Research Review, 48, Article 100700. https://doi.org/10.1016/j.edurev.2025.100700
  44. Meneses-La-Riva, M. E., Fernández-Bedoya, V. H., Suyo-Vega, J. A., Ocupa-Cabrera, H. G., Grijalva-Salazar, R. V., & Ocupa-Meneses, G. D. D. (2025). Enhancing healthcare efficiency: The relationship between effective communication and teamwork among nurses in Peru. Nursing Reports, 15(2), Article 59. https://doi.org/10.3390/nursrep15020059
  45. Mohamed, M. A., Mohamud, F. A. S., Mohamud, I. H., & Farah, M. A. (2024). The influence of workplace relationships and job satisfaction of private universities in Mogadishu: Employee performance as a mediator variable. Frontiers in Education, 9, Article 1485356. https://doi.org/10.3389/feduc.2024.1485356
  46. Nilsen, T., & Gustafsson, J. E. (2016). Teacher quality, instructional quality and student outcomes: Relationships across countries, cohorts and time. Springer Nature. https://doi.org/10.1007/978-3-319-41252-8
  47. Noor, S., Tajik, O., & Golzar, J. (2022). Simple random sampling. International Journal of Education & Language Studies, 1(2), 78-82. https://doi.org/10.22034/ijels.2022.162982
  48. OECD. (2025a). Results from TALIS 2024: The state of teaching, TALIS. OECD Publishing, Paris. https://doi.org/10.1787/90df6235-en
  49. OECD. (2025b). Unlocking high-quality teaching. OECD Publishing, Paris. https://doi.org/10.1787/f5b82176-en
  50. Padilla, I. (2024). Effects of teacher burnout on elementary school students’ learning. California State University, Monter, Monterey Bay. Capstone Projects and Master's Theses https://digitalcommons.csumb.edu/caps_thes_all/1859
  51. Pan, X., Chen, M., Hao, Z., & Bi, W. (2018). The effects of organizational justice on positive organizational behavior: Evidence from a large-sample survey and a situational experiment. Frontiers in Psychology, 8, Article 02315. https://doi.org/10.3389/fpsyg.2017.02315
  52. Papaioannou, M., Brinia, V., Papachristou, A., Kasiola, I., & Marinopoulou, S. (2026). The characteristics of the effective teacher in the perceptions of secondary school students at public schools. Educational Studies, 1–37. https://doi.org/10.1080/03055698.2026.2648653
  53. Paredes-Saavedra, M., Vallejos, M., Huancahuire-Vega, S., Morales-García, W. C., & Geraldo-Campos, L. A. (2024). Work team effectiveness: Importance of organizational culture, work climate, leadership, creative synergy, and emotional intelligence in university employees. Administrative Sciences, 14(11), Article 280. https://doi.org/10.3390/admsci14110280
  54. Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104-112. https://doi.org/10.1080/02673843.2019.1596823
  55. Rajâa, O., & Mekkaoui, A. (2025). Revealing the impact of social exchange theory on financial performance: a systematic review of the mediating role of human resource performance. Cogent Business & Management, 12(1), Article 2475983. https://doi.org/10.1080/23311975.2025.2475983
  56. Rechsteiner, B., Compagnoni, M., Wullschleger, A., Grob, U., Gotsch, F., & Maag Merki, K. (2026). Teachers as team players? Exploring the relationship between collaborative practice, professional development, and work-related stress using diary data. Journal of Professional Capital and Community, 11(2), 171-187. https://doi.org/10.1108/JPCC-05-2024-0062
  57. Sariakin, S., Yeni, M., Usman, M. B., Mare, A. S., Munzir, M., & Saleh, M. (2025). Fostering a productive educational environment: The roles of leadership, management practices, and teacher motivation. Frontiers in Education, 10, Article 1499064. https://doi.org/10.3389/feduc.2025.1499064
  58. Saud, J., & Rice, J. (2024). Stress, teamwork, and wellbeing policies: A synergistic approach to reducing burnout in public sector organizations. Administrative Sciences, 14(12), Article 319. https://doi.org/10.3390/admsci14120319
  59. Shi, L., Chen, S., & Zhou, Y. (2023). The influence of social capital on primary school teachers' creative teaching behavior: Mediating effects of knowledge sharing and creative teaching self-efficacy. Thinking Skills and Creativity, 47, Article 101226. https://doi.org/10.1016/j.tsc.2022.101226
  60. Smerek, R. E., & Peterson, M. (2007). Examining Herzberg’s theory: Improving job satisfaction among non-academic employees at a university. Research in Higher Education, 48(2), 229-250. https://doi.org/10.1007/s11162-006-9042-3
  61. Szostek, D. (2019). The impact of the quality of interpersonal relationships between employees on counterproductive work behavior: A study of employees in Poland. Sustainability, 11(21), Article 5916. https://doi.org/10.3390/su11215916
  62. Uslukaya, A., & Demirtas, Z. (2024). The relationships between supervisor and colleague support interaction with teacher presenteeism and work engagement: A multilevel moderated mediated analysis. Current Psychology, 43, 20948-20963. https://doi.org/10.1007/s12144-024-05918-5
  63. Uslukaya, A., & Zincirli, M. (2025). Reciprocal relationships between job resources and work engagement in teachers: a longitudinal examination of cross-lagged and simultaneous effects. Social Psychology of Education, 28, Article 127. https://doi.org/10.1007/s11218-025-10085-x
  64. Van Den Ouweland, L., Vanhoof, J., & Van den Bossche, P. (2019). Underperforming teachers: the impact on co-workers and their responses. Educational Assessment, Evaluation and Accountability, 31, 5-32. https://doi.org/10.1007/s11092-019-09293-9
  65. Veliz, L., Zhang, Z., & Akhlagh, S. B. (2025). Early childhood educators’ pedagogical knowledge for effective practice in culturally and linguistically diverse contexts. Early Childhood Education Journal, 53(8), 2909-2919. https://doi.org/10.1007/s10643-025-01912-z
  66. Wang, C. H., & Chen, H. T. (2020). Relationships among workplace incivility, work engagement and job performance. Journal of Hospitality and Tourism Insights, 3(4), 415-429. https://doi.org/10.1108/JHTI-09-2019-0105
  67. Wang, X., & Cheng, Z. (2020). Cross-sectional studies: Strengths, weaknesses, and recommendations. Chest, 158(1), S65-S71. https://doi.org/10.1016/j.chest.2020.03.012
  68. Wang, Y. (2024). Exploring the impact of workload, organizational support, and work engagement on teachers' psychological wellbeing: A structural equation modeling approach. Frontiers in Psychology, 14, Article 1345740. https://doi.org/10.3389/fpsyg.2023.1345740
  69. Wartenberg, G., Aldrup, K., Grund, S., & Klusmann, U. (2023). Satisfied and high performing? A meta-analysis and systematic review of the correlates of teachers’ job satisfaction. Educational Psychology Review, 35(4), Article 114. https://doi.org/10.1007/s10648-023-09831-4
  70. Wator, J., Patrick, P., & Yip, S. Y. (2025). Teachers’ sense of belonging in school: a scoping review. The Australian Educational Researcher, 52(6), 4269-4297. https://doi.org/10.1007/s13384-025-00897-3
  71. Wijarwadi, W., Nguyen, H. T., & Alonzo, D. (2025). Teacher collaboration: Conceptualisation and practice. Professional Development in Education, 51(6), 1184-1202. https://doi.org/10.1080/19415257.2025.2504693
  72. Witter, M., & Hattie, J. (2024). Can teacher quality be profiled? A cluster analysis of teachers' beliefs, practices and students' perceptions of effectiveness. British Educational Research Journal, 50(2), 653-675. https://doi.org/10.1002/berj.3938
  73. Wullschleger, A., Merki, K. M., Grob, U., Rechsteiner, B., Compagnoni, M., & Vörös, A. (2025). Teacher collaboration to elevate student achievement? Learning and Instruction, 97, Article 102104. https://doi.org/10.1016/j.learninstruc.2025.102104
  74. Xie, G. H., Wang, L. P., & Lee, B. F. (2021). Understanding the impact of social capital on entrepreneurship performance: the moderation effects of opportunity recognition and operational competency. Frontiers in Psychology, 12, Article 687205. https://doi.org/10.3389/fpsyg.2021.687205

LICENSE

Creative Commons License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.