The Mediating Role of School Head Management Practices on the Correlation between Resilience and Psychological Well-being of Public Elementary School Teachers

Abstract

Teacher psychological well-being is an important concern for educational quality, particularly in contexts where teachers experience heavy workloads, role overload and limited institutional support. This study examined the mediating role of school head management practices in the relationship between resilience and psychological well-being among public elementary school teachers. Using a predictive quantitative research design, data were gathered from 150 public elementary school teachers in the Piedad District, Toril, Davao City. Teacher resilience was assessed in terms of self-reliance, positive outlook, determination and equanimity, while school head management practices were examined through designing vision, curriculum and instruction, supervising teachers, monitoring student progress and protecting instructional climate. Psychological well-being was measured through autonomy, environmental mastery, personal growth, positive relations with others, purpose in life and self-acceptance. Descriptive results showed very high levels of school head management practices and teacher resilience, and a high level of psychological well-being. Correlation results indicated significant positive relationships between school head management practices and psychological well-being, and between teacher resilience and psychological well-being. Mediation analysis showed that school head management practices partially mediated the relationship between teacher resilience and psychological well-being, with a weak mediated effect of 13.3%. The findings suggest that teacher resilience remains an important direct contributor to psychological well-being, while supportive school leadership practices may strengthen this relationship.