本研究旨在探索格鲁吉亚中小学教师的同事关系与工作动机的现状及其相关性。教师工作动机是教师在学校投入和完成职业责任的动力，对教学质量有重要影响。关注并提高教师的动机可以影响学生们的发展和表现。影响教师动机有诸多因素，本研究主要关注的是同事关系。作为非经济因素，同事关系和其他因素相比，无需投入更多的经济支持，也无需大型政策改革。格鲁吉亚是一个经济资源较有限的国家，因此研究和发现提升教育水平的非经济因素非常重要。本研究基于自我决定理论和社会相互依赖理论，借鉴教师工作任务动机量表（WTMST）和教师同事关系量表设计了问卷，在格鲁吉亚三所学校中进行调查。运用描述性分析，回归分析和社交网络分析，描绘了格鲁吉亚中小学教师自我感知的同事关系、在社交网络中的地位和工作动机的现状，并检验了三者之间的关系。研究发现，同事关系与自主调解动机之间存在显著正相关，但没有发现教师在学校社交网络中的位置与工作动机的相关性。教师的基本需求满意度、婚姻状况和所在学校也与教师工作动机有显著相关性。这项研究是格鲁吉亚学校教师动机研究中最先同时使用社会网络分析与回归分析来探索教师工作动机与同事关系之间的相关性的研究，也是首次使用工作任务动机量表调查该国教师动机的研究。本论文的研究发现对格鲁吉亚学校实施相关管理政策，促进教师之间同事关系的发展并提升教师工作动机提供了参考。

This research explores the current status of teacher colleague relationships and work motivation and the relationship between them in Georgian schools. Teacher motivation is the driving force for teachers to engage in school activities, fulfill their professional responsibilities and provide quality teaching. Improving the motivation of teachers can influence the development and performance of students. There are many factors influencing teachers’ motivation, and the main focus of this research is the colleague relationship. As a non-economic factor, colleague relationships do not require extensive financial support or major policy reforms compared with other factors. Georgia is a country with relatively limited economic resources, so it is essential to research and discover non-economic factors that improve the level of education.Based on the Self Determination Theory, this Study designed a questionnaire using the Work Task Motivation Scale for teachers （WTMST） and the Teacher Collegiality Scale and conducted surveys in three schools in Georgia. Descriptive analysis, regression analysis, and social network analysis were used to describe Georgian primary, basic, and secondary school teachers’ self-evaluated colleague relationships, position in the school social network, and teacher work motivation to explore the relationship between these three.The study found a significant positive correlation between the colleague relationships and autonomous regulation, but no correlation between the teacher’s position in the school social network and work motivation. The satisfaction of teachers’ basic needs, marital status, and school were also significantly correlated with teachers’ work motivation.This research is the first Study about Georgian school teacher motivation that uses social network analysis and regression analysis to explore the relationship between teachers’ work motivation and colleague relationships. It is also the first Study to use the Work Task Motivation Scale to investigate teacher motivation in Georgia. The findings of this study provide a reference for Georgian students to implement relevant management policies, promote the development of the relationship between teachers and colleagues, and enhance teachers’ work motivation.