Social Support from the school management and the teaching profession college correlates positively with low complaints (van Dick, 2006), engagement (Klusmann et al., 2008) and self-efficacy (Browsers et al., 2001). We hypothesize, that “request support” is different important for teachers in dependence of the type of school, because they teach diverse kinds of students.
The data was collected with Kanning’s Social Skills Questionnaire (FASK). The sample size is n=406 (special school n=74, primary school n=84, high school n=124, integrated comprehensive school n=69, secondary school n=55). Calculations were done with a univariate ANCOVA.
Teachers of primary schools (p<0.05) and integrated comprehensive schools (p<0.05) have significantly higher values in “request support” than teachers of high schools (η²=0,025).
Teachers of primary schools often cooperate, which is facilitated by small colleges, and have less internal resignation (Schmitz & Voreck, 2011). Teachers of integrated comprehensive schools work with challenging students in rather difficult circumstances (e.g. large school building, large colleges, subject rooms). Therefore, they have to cooperate and support each other. Teachers of high schools teach high-performance students, perceive themselves as loner and are bullied more often (van Dick, 2006). Hence, the college is an unused potential to decrease stress and increase resilience.