Employee Resilience and Psychological Well-Being of Teachers in Government-Aided Secondary Schools in Nakawa Division, Kampala Capital City Authority, Uganda
Abstract
This study assessed the influence of employee resilience on the psychological well-being of teachers in government-aided secondary schools in Nakawa Division, Kampala Capital City Authority, Uganda. Specifically, the study tested whether employee resilience, including living authentically, maintaining perspective, and managing stress, influenced the psychological well-being of teachers. Employee resilience was conceptualised as encompassing interpersonal fit, feelings of competency, thriving, perceived recognition, and a desire for involvement. Using a quantitative approach and correlational research design, the study surveyed 184 teachers and analysed the data using structural equation modelling (SEM). The findings revealed that authentic living and maintaining perspective had a significant and positive impact on psychological wellbeing, while managing stress had a positive but insignificant influence. The study concluded that authentic living and maintaining perspective are important for teachers' psychological well-being, while stress management may not be a priority. Based on these findings, the study recommended that school administrators implement measures to support teachers in practising authentic living and maintaining perspective, but not prioritise stress management. The practical contribution of this study is that it provides insights for school administrators and policymakers to develop and implement effective interventions aimed at promoting teachers' psychological well-being by focusing on authentic living and maintaining perspective, rather than largely emphasising stress management
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