A Study Of Teachers’ Professional Commitment In Relation General Well-Being

Abstract

The present study investigates the association between professional commitment and general well-being of senior secondary school teachers in Haryana. Given the growing workload and strain on teachers, the relationship between well-being and teacher commitment in particular needs to be further examined. The study is based on descriptive survey method and random sampling was used to access a sample of 600 teachers from four districts. Two tools, Professional Commitment Scale (Kaur, Ranu, & Brar, 2011) and General Well-Being Sale (Kalia & Deswal, 2011), were standardized to collect the data. The analysis was performed in SPSS (version 2021) using Mean, Standard Deviation as well ANOVA. There was a significant difference in professional commitment among the three general wellbeing levels. Teachers with high well-being reported significantly higher mean professional commitment than teachers with reasonable or poor wellbeing. ANOVA and Tukey HSD honest significant difference tests verified these differences to be significant. These results underline that general well-being is an important contributor to teachers' professional engagement, motivation, and retention. Such findings support institutional policies directed toward the improvement of teacher well-being in terms of mental health and workload management, as well as wellness programs. The implications for policy makers, teacher educators and school leaders are profound.