A Study Of Psychological Well-Being Of Teacher Educator In Educational Institutions In Jammu Division

Abstract

Teachers are the backbone of society, and their role in the classroom is crucial for ensuring quality education. The effectiveness of teachers largely depends on their psychological well-being, which influences their mental health, job satisfaction, decision-making abilities, and overall professional performance. Previous studies have highlighted that the well-being of teacher educators is associated with workplace satisfaction and organizational support, emphasizing the need for educational institutions to promote employee well-being.

The present study was undertaken to examine the psychological well-being of teacher educators working in different educational institutions of the Jammu Division. The study aimed to assess the level of psychological well-being among teacher educators and investigate differences based on selected demographic variables. A sample of 120 teacher educators was selected through random sampling. The Psychological Well-Being Scale (PWBS) developed by Sisodia and Choudhary (2005) was used for data collection. Statistical techniques such as percentage, mean, standard deviation, and independent samples t-test were employed for data analysis.

The findings revealed that there were no significant differences in the psychological well-being of teacher educators with respect to gender (male/female), marital status (married/unmarried), locality (rural/urban), teaching experience (above 10 years/below 10 years), and educational qualification (Ph.D./Non-Ph.D.). The study highlights the importance of maintaining psychological well-being among teacher educators and provides useful insights for policymakers, administrators, management authorities, and other stakeholders concerned with enhancing the quality of education and teacher effectiveness