Evaluating The Impact Of Teachers’ Psychological Well-Being On Work Performance

Abstract

This study evaluates the impact of psychological well-being on teachers’ work performance in selected senior high schools in Ghana's education service of Akwapim Ridge in the Eastern Region of Ghana. Psychological well-being is the term used to describe the wellness of the entirety of human mental faculty. The purpose of this study is to look into the impact of psychological well-being on teachers’ work performance in selected senior high schools in Akwapim Ridge in the eastern region of Ghana. Theories of well-being and work performance were reviewed.  In all, 500 respondents were given structured -and open-ended questionnaires to solicit for an accurate response. A quantitative research approach was used with a descriptive survey design. Purposive and convenient methods were adopted as sample and sampling techniques for the data collection. The question is ‘does psychological well-being impact teachers’ work performance? The analysis revealed that effective work performance largely depends on having sound psychological well-being. Thus, the analysis and discussion of the findings re-echoed and revealed that there appears to be a positive connection between teachers' psychological well-being and their success in the classroom and overall work performance. This suggests that Teachers/ educators who receive emotional and psychological well-being support are better able to fulfill the various requirements of their learners and carry out their duties efficiently and effectively when it comes to total work performance.