Principal Autonomy-Support Buffers the Effect of Stress on Teachers' Positive Well-Being: A Cross-Sectional Study during the Pandemic

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  • Author(s): Norman B. Mendoza (ORCID Norman B. Mendoza (ORCID 0000-0003-0344-0709); John Ian Wilzon T. Dizon (ORCID John Ian Wilzon T. Dizon (ORCID 0000-0002-4912-7390)
  • Language:
    English
  • Source:
    Social Psychology of Education: An International Journal. 2024 27(1):23-45.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      23
    • Education Level:
      Early Childhood Education
      Elementary Education
      Kindergarten
      Primary Education
      Secondary Education
    • Subject Terms:
      COVID-19; Pandemics; Educational Change; Well Being; Teaching Conditions; Stress Variables; Principals; Professional Autonomy; Teacher Administrator Relationship; Kindergarten; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Foreign Countries; Leadership Role; Work Environment
    • Subject Terms:
      Philippines
    • Accession Number:
      10.1007/s11218-023-09834-7
    • ISSN:
      1381-2890
      1573-1928
    • Abstract:
      Aside from the personal and health difficulties brought about by the COVID-19 pandemic, teachers also faced tremendous work-related challenges that led to increased stress levels and poorer well-being. This is especially true for resource-constrained schools in an Eastern context. The present study aimed to examine the moderating role of principal autonomy-support on the relationship between stress and teacher well-being during the early stages of the pandemic. Data was collected from 1150 K-12 teachers in the Philippines and hierarchical multiple regression was used to assess the moderating effect of principal autonomy-support on the relationship between stress and well-being. Findings show that stress was negatively associated with emotional, psychological, and social well-being and principal autonomy-support moderated the link between stress and psychological well-being. Johnson-Neyman plots and simple slopes analyses demonstrated that the negative relationship between stress and psychological well-being is more pronounced for teachers who reported lower autonomy-support from principals and weaker for those who reported higher principal autonomy-support. The study highlights the crucial role of autonomy-supportive school leadership in mitigating the adverse effects of stress on teachers' well-being, particularly in the challenging backdrop of a pandemic. The findings further corroborate the relevance of autonomy-support on well-being not only in the Western perspective but specifically within an Eastern, lower-middle-income context. Key discussions and research implications for improving teacher well-being are discussed.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1408306