Exploring the Relationship Between Teachers Well Being and Professional Commitment

Abrol, Monika; Bansal, Kanchan; Kishore, Nand

doi:10.1149/10701.4703ecst

Cited by 2 publications

(4 citation statements)

References 8 publications

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“…Studies underscore the benefits of well-being programs in reducing stress and improving outcomes for both teachers and students (Carroll et al, 2021;Yang et al, 2022). Prioritizing teachers' emotional well-being fosters dedication and effectiveness (Abrol et al, 2022;Stark et al, 2022;Kuo, 2022).…”

Section: Hi Ghmentioning

confidence: 99%

Mental Health Wellness Program and Elementary Teacher’s Perceived Stress and Adaptability

2024

IJFMR

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Ensuring teachers' mental well-being is crucial to prevent burnout and enhance adaptability, particularly amidst educational transitions like those triggered by the pandemic. This study examines the efficacy of mental health wellness programs in bolstering teachers' adaptability and mitigating perceived stress during such transitions. Conducted among elementary teachers in the Banaybanay district, the research aimed to develop an effective program through a descriptive-correlational quantitative approach involving 147 teachers. Results revealed the perceived effectiveness of the program, moderate levels of perceived stress, and high levels of adaptability among teachers. Significant negative correlations were found between program implementation and perceived stress, suggesting reduced stress with improved implementation, while weaker positive correlations were noted between program implementation and adaptability. The study underscores the importance of tailored mental health policies for policymakers, expanded programs and support systems for school principals, and self-care initiatives for teachers. Future research should focus on longitudinal studies and comparative analyses to further understand adaptability factors, with collaborative efforts among stakeholders pivotal for effective implementation. These findings advocate for a holistic approach to support teacher well-being, emphasizing communication, resource allocation, and data-driven decision-making.

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Section: Hi Ghmentioning

confidence: 99%

Mental Health Wellness Program and Elementary Teacher’s Perceived Stress and Adaptability

2024

IJFMR

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“…Comparatively, data about the outcomes of teacher well-being are rather scarce, as not many investigations have considered teacher well-being as an outcome construct. Only a few studies have been conducted on the effect of teacher well-being on their work commitment (Abrol et al, 2022;Hu et al, 2022). Heidari et al (2022) concluded that psychological well-being and spiritual health can predict organisational commitment as a dependent variable among teachers.…”

Section: Teacher Well-beingmentioning

confidence: 99%

“…Comparatively, data about the outcomes of teacher well‐being are rather scarce, as not many investigations have considered teacher well‐being as an outcome construct. Only a few studies have been conducted on the effect of teacher well‐being on their work commitment (Abrol et al., 2022; Hu et al., 2022). Heidari et al.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…(2022) concluded that psychological well‐being and spiritual health can predict organisational commitment as a dependent variable among teachers. In India, teacher well‐being and professional commitment have also been identified as significantly correlated (Abrol et al., 2022). In higher education, job stress among provincial university teachers can positively predict organisational commitment, and the independent mediating effect of job burnout is significantly greater than job satisfaction (Wang et al., 2020).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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The impact of distributed leadership on teacher commitment: The mediation role of teacher workload stress and teacher well‐being

Bellibaş,

Gümüş,

Chen

2023

British Educational Res J

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This research aims to investigate the relationship between distributed leadership in a school and teacher commitment, emphasising the mediating roles of teachers' workload stress and teacher well‐being using the Teaching and Learning International Survey dataset 2018 with 47 regions. Structural equation modelling on pooled and separate country samples was used to analyse the data. Results indicate that the impact of distributed leadership on teacher commitment is mediated by workload stress and well‐being across all jurisdictions, with a few exceptions. The study also suggests that distributed leadership is necessary to support teacher well‐being via the lens of their workload, which may lead to an increase in teacher sense of commitment. The results recommend practitioners and policymakers support and sustain the distribution of decision‐making powers among the school community and establish a culture of collaboration and mutual responsibility for the operation of the school. In this way, a less stressful work environment and consequently increased teacher mental and physical well‐being and commitment might be possible.

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Exploring the Relationship Between Teachers Well Being and Professional Commitment

Cited by 2 publications

References 8 publications

Mental Health Wellness Program and Elementary Teacher’s Perceived Stress and Adaptability

Mental Health Wellness Program and Elementary Teacher’s Perceived Stress and Adaptability

The impact of distributed leadership on teacher commitment: The mediation role of teacher workload stress and teacher well‐being

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