Positive social relationships in the workplace, including support from colleagues and supervisors, play a crucial role in individuals’ well-being and professional engagement ( Geisler et al., 2019 ). The significance of social relations has been explained through the fundamental human need to belong ( Baumeister & Leary, 1995 ). Baumeister and Leary (1995) conceptualize this need as a deeply rooted psychological motivation, where fulfilling it is closely linked to both motivation and overall well-being. Similarly, Allen et al. (2022) describe the need to belong as a desire for positive interpersonal connections—being accepted, respected, and valued. This need can be satisfied both through close one-to-one relationships and through a sense of inclusion within larger groups or organizations ( Baumeister & Leary, 1995 ). Furthermore, Baumeister highlights two key dimensions of belongingness: frequent positive interactions and mutual care and concern (see Allen et al., 2022 ). In line with this perspective, Dehne et al. (2025) suggest that a close relationship with the school principal, characterized by positivity, warmth, and open communication, may enhance teacher motivation and well-being.

Self-determination theory provides a complementary framework, proposing that individuals have three fundamental psychological needs: relatedness, autonomy, and competence ( Deci & Ryan, 2000 ; Ryan & Deci, 2017 ). The extent to which these needs are supported or undermined in a given environment significantly influences motivation and well-being. Research consistently demonstrates that fulfilling the need to belong is associated with lower levels of depression and greater emotional well-being ( Allen et al., 2018 ; Arslan, 2021 ; Arslan & Allen, 2021 ). In a study of teachers, Skaalvik and Skaalvik (2018) found that positive relationships with colleagues were linked to higher levels of teacher well-being and professional engagement. Additionally, studies suggest that strong social relationships in the workplace may reduce the likelihood of employees considering leaving their profession ( Skaalvik & Skaalvik, 2018 ; Fiegener & Adams, 2022 ; Merida-Lopez et al., 2020 ).

Positive and supportive relations among teachers and between teachers and the school leadership may also foster professional development by facilitating access to information that improves teaching practices ( Siciliano, 2016 ). Siciliano (2016) defines social resources as the knowledge, skills, advice, innovations, and encouragement that flow between teachers. Social cognitive theory further underscores the importance of communication and collaboration, particularly for addressing complex professional challenges and exercising collective agency ( Bandura, 1997 ). Bandura (1997) argues that even highly skilled individuals may struggle to perform effectively as a team if they lack the ability or willingness to collaborate. This is particularly relevant in educational settings, where teamwork is integral to instructional planning. Effective collaboration is more likely to develop in environments characterized by positive and supportive social relationships, as such conditions enhance both the motivation to work together and the capacity to develop shared solutions to challenges.

Previous research on teachers has consistently shown that positive and supportive social relationships—with both colleagues and the school leadership—are associated with job satisfaction, engagement, and a sense of belonging while being negatively associated with burnout (e.g., Avanzi et al., 2015 ; Dehne et al., 2025 ; Hakanen et al., 2006 ; Leung & Lee, 2006 ; Merida-Lopez et al., 2020 ; Pines & Aronson, 1988 ; Simbula et al., 2011 ; Skaalvik & Skaalvik, 2011, 2017, 2019 ).

Teaching in school is deeply rooted in goals and values. According to Sahlberg (2010) , the teaching profession is typically driven by values, ethical motives, and intrinsic motivation. Explicitly or implicitly, teachers set goals for their teaching ( Chang, 2009 ) and through their teaching, they communicate and represent values ( Skaalvik & Skaalvik, 2011 ). Also, from the perspective of social cognitive theory ( Bandura, 1997 ), teaching is an agentic act characterized by intentionality and based on goals and values. Empirical studies strongly support this conceptualization. Although studies of reasons for seeking teacher training show a variety of motives ( Berg, et al., 2023 ; Watt & Richardson, 2008 ), many studies conclude that prominent motives for teaching are the desire to work with children, help children learn and develop, and make a difference in their lives (e.g., Berg et al., 2023 ; Moran, et al., 2001 ). Berg et al. (2023) characterized these motives or values as “altruistic”. Studies of schoolteachers also confirm that altruistic motives for teaching are strong among practicing teachers ( Skaalvik & Skaalvik, 2012 ). Two typical statements that Skaalvik and Skaalvik (2012) reported from an interview study of teachers are “It is exciting to be able to help convey knowledge and values to the students” (p. 70) and “I love my job and it is wonderful to see children learn ... the greatest thing about this job is seeing the development that happens” (p. 71). As noted by Mvana “… making a positive impact on students can provide profound personal satisfaction …” ( Mvana, 2024: p. 254 ).

Even though the teaching profession is rooted in goals and values, teachers may endorse different values. For instance, they may hold differing views on which goals to prioritize, which content to emphasize, and which teaching methods to adopt ( Skaalvik & Skaalvik, 2016 ). However, effective collaboration between teachers requires that they work towards the same goals and values ( Hoy & Miskel, 2008 ), as teachers’ practices and preferences are strongly shaped by their personal values ( Skaalvik & Skaalvik, 2023a ). In accordance with Skaalvik and Skaalvik (2023b) , we define shared goals and values as teachers’ perceptions of sharing educational goals and values that are emphasized by the school administration and by their colleagues. Shared values may therefore be expected to facilitate collaboration both between teachers and between teachers and school administration, thereby leading to the development of positive and supportive social relationships. Moreover, according to Hoy and Miskel (2008) , shared values bind teachers together and help give the school a distinct identity ( Hoy & Miskel, 2008 ).

These expectations are supported by survey studies showing that teachers’ perception of sharing goals and values with their colleagues are positively associated with their experience of working in a supportive environment ( Skaalvik & Skaalvik, 2021, 2023a ). However, these findings purely show that shared values and social support are correlated. We suggest that shared values and social support among teachers may influence each other reciprocally. As noted, common values facilitate collaboration and may therefore contribute to the development of a supportive work environment. In turn, a positive and supportive environment provides good conditions for fruitful collaboration, which is likely to increase the development of common goals and values.

As noted above, much teacher research has focused on teacher stress and teacher attrition, whereas recent research also shows that a supportive social environment at school, including positive social relations between the teachers and between teachers and the school administration are associated with teacher motivation and job satisfaction. Previous research indicates that teachers’ perceptions of social support—from colleagues, friends, and family members—are associated with job satisfaction ( Hatlevik & Hatlevik, 2024 ; Yuh & Choi, 2017 ), work engagement ( Fu et al., 2020 ; Minghui et al., 2018 ), and commitment ( Chung, 2019 ; Tuna & Aslan, 2018 ). Studies of teachers’ perception of sharing educational goals and values with colleagues and the school administration show a similar pattern—shared goals and values are positively associated with job satisfaction, engagement, commitment, and belonging ( Li et al., 2015 ; Skaalvik & Skaalvik, 2018, 2021, 2023a ). These findings are further supported by a recent study on early-career teachers, showing that a supportive social atmosphere at school and a sense of belonging are positively linked to teachers’ intentions to remain in the profession ( Göregen et al., 2024 ).

According to Weiss (1999) , job satisfaction is often defined as the positive or negative assessments individuals make about their work. Aligned with this perspective, we conceptualized teacher job satisfaction as teachers’ emotional responses to their work (see Skaalvik & Skaalvik, 2010 ). Several studies indicate that teacher job satisfaction is closely linked to teacher attrition, absenteeism, and intentions to leave either the school or the profession ( Sargent & Hannum, 2005 ; Skaalvik & Skaalvik, 2011, 2023b ; Wriqi, 2008 ; Zembylas & Papanastasiou, 2006 ).

Building on the work of Schaufeli and Bakker (2010) , this study defines work engagement as a positive, motivational state defined by high energy, strong dedication, and a deep focus on the tasks. It is often described as a fulfilling work-related mindset, characterized by vigor, commitment, and absorption in one’s work (e.g., Schaufeli & Bakker, 2010 ). Empirical research reveals that engagement is predictive of positive outcomes, for instance lower intentions of leaving the teaching profession ( Bakker & Bal, 2010 ; Skaalvik & Skaalvik, 2016 ) and commitment to the school ( Pourtousi & Ghanizadeh, 2020 ).

Belongingness refers to a sense of being connected and accepted by others ( Ryan & Deci, 2017 ). It is conceptualized as a fundamental psychological need ( Baumeister & Leary, 1995 ; Ryan & Deci, 2017 ) or a desire to be accepted and valued ( Allen et al., 2022 ). Satisfaction of the need to belong (or a sense of belonging) has been shown to be positively associated with emotional well-being ( Allen et al., 2018 ; Arslan & Allen, 2021 ). As already noted, belonging has been shown to be positively predicted by both social support and shared values.

One purpose of the present study was to explore associations (correlations) between schoolteachers’ perceptions of social support (termed “social support”) from their colleagues and the school administration, shared values, job satisfaction, engagement, and sense of belonging (termed “belonging”). Another purpose was to test two theoretical models of associations using structural equation modelling (SEM). In these models, job satisfaction and engagement were used as indicators of a latent motivational variable. Model A was designed to test whether the associations between a) social support and b) teacher motivation and belonging were mediated by shared values, whereas Model B was designed to test whether the associations between a) shared values and b) both teacher motivation and belonging were mediated by social support (see section 1.1.).

As discussed in the introduction, this study builds on previous research indicating a) that teachers’ sense of sharing educational values with their colleagues and the school leadership (shared values) is strongly correlated with their experience of positive and supportive social relations with their colleagues and the school leadership (social support), and b) that both shared values and perceived social support are predictive of teacher motivation (e.g., job satisfaction and engagement) and a sense of institutional belonging. Because shared values and perceived social support are highly correlated, it was of interest to examine possible mediating processes related to how these variables are connected to teacher motivation and sense of belonging.

This study confirms the relatively strong association between shared values and social support from both colleagues and the school leadership. The zero-order correlations also confirmed that both shared values and perceived social support from colleagues and the school leadership were positively associated with teachers’ job satisfaction, engagement, and sense of belonging.

We tested two SEM models that showed equally good fit to the data. Model A, with measures of social support from colleagues and the school leadership as exogenous variables, indicated that the impact of perceived support on motivation and sense of belonging was substantially mediated through shared values, whereas Model B, with shared values as the exogenous variable, indicated that the impact of shared values on motivation and sense of belonging was partly mediated through perceived support. We argue that three conditions must be met for both these findings to hold. The first condition is that social support and shared values must be positively correlated; the second is that both social support and shared values must correlate with motivation and sense of belonging. As noted, both these conditions are met (see also Table 1 ). The third condition, which requires longitudinal studies to test, is that perceived support and shared values affect each other reciprocally.

Theoretically, it is reasonable to assume that perceived support and shared values influence each other in a reciprocal manner. As argued in the introduction, teacher motivation is deeply rooted in educational goals and values. Therefore, shared values within a school are likely to be a prerequisite for effective collaboration and for fostering a positive and supportive work environment. Conversely, teachers who do not share the prevailing educational values at their school may experience being situated in a dissonant value context which, according to Rosenberg (1979) , may result in a feeling of not belonging (see also Yang et al., 2022 ). Likewise, a positive and supportive environment at school can contribute to effective communication among participants and, consequently, to mutual learning and the development of shared values.

A possible mechanism through which shared educational values enhance teacher motivation and sense of belonging is that they increase the perceived opportunity for teachers to conduct their teaching in alignment with their own professional values. We suggest that this alignment may strengthen teachers’ experience of doing a meaningful work. In contrast, teachers who do not share the prevailing goals and values of the school—particularly in contexts involving teamwork or other forms of collaboration—may feel pressured to compromise their own values. Collaborative activities such as joint planning and co-teaching naturally involve the need for compromise and shared decision-making. When teachers hold similar underlying values, the compromises required in such collaboration are more likely to be compatible with their personal goals and beliefs.

Based on the findings and our interpretations, we propose a theoretical “shared values—social support” model of teacher motivation and emotion ( Figure 3 ) that should be tested in future research. The model suggests that: a) teachers’ perceptions of sharing goals and values with their colleagues and the school leadership (shared values), and b) their experiences of working in a positive and supportive environment (social support), affect each other reciprocally. It further proposes that shared values and social support represent particularly important job resources that influence teacher motivation and emotion, which in turn are predictive of teacher retention. We underscore that this model is based on our interpretation of the present findings and that it needs to be further explored in future research. We should also note that teacher retention was not included in this study.

The findings of this study have both theoretical and practical implications. Theoretically, they suggest that in the teaching profession, social relations (or social support) and the sharing of educational goals and values are distinct but related constructs that influence each other reciprocally. More research is needed to further explore the relationship between these constructs, and to determine whether they might be perceived as dimensions of a broader social-relational construct. Practically, it is important to note that this study indicates that both shared values and social support strongly predict teachers’ motivation and sense of belonging. To maintain and enhance teachers’ motivation and sense of belonging, it is essential to cultivate a shared understanding of educational goals and values, and to foster positive and supportive social relations—both among teachers and between teachers and the school leadership. We regard this as a major responsibility of school principals, but also as an important area for further research and development.

This study has several limitations. The analyses are built on cross-sectional data, and longitudinal studies are needed to test both our interpretations and the proposed model. Moreover, the measures of the study variables are based on short scales and although the statistical analyses show both high alpha values and high convergent validity, future research should test the findings using multiple items to indicate each variable.

¹Social support from both colleagues and the school leadership.