Impact of Leadership Behaviors on Teachers’ Perceived Mental Well-Being

https://doi.org/10.70228/PFREE2024024JHER

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ABSTRACT

This study assessed the perceived mental well-being of public school teachers in relation to the leadership behaviors of their school heads in the 5th Congressional District, Division of Negros Occidental. Employing a descriptive comparative design, the study involved 280 participants. A researcher-made survey questionnaire served as the primary tool, supplemented by Focus Group Discussion (FGD) and Key Informant Interviews (KIIs), which were embedded in the results and discussion of the study. The results indicated that public school teachers generally perceived their mental well-being positively across trust, decision-making, and conflict management domains. Male teachers reported higher well-being in the trust and decision-making domains, while female teachers reported higher mental well-being in the conflict management domain. The findings also revealed that teachers with doctorate degrees reported more positive well-being than those with bachelor's or master's degrees. However, statistical analysis showed no significant differences in the mental well-being of teachers when they were grouped according to sex or educational attainment within the trust, decision-making, and conflict management domains. These findings highlight the critical role of supportive leadership behaviors in fostering teachers' mental well-being. The study underscores the need for school heads to adopt leadership practices that promote trust, inclusive decision-making, and effective conflict resolution, creating an environment conducive to teachers' holistic well-being and professional growth.

Keywords: mental well-being, conflict management, decision-making, leadership behaviors, educational attainment, gender differences