Relationship between Head Teacher Instructional Leadership and Psychological Wellbeing of Teachers: A Cross-Sectional Study of Secondary Schools Teachers

Abstract

The study was conducted to examine the relationship between headteacher instructional leadership and the psychological well-being of teachers at the secondary level. The study was quantitative and a correlational research method was used to determine the relationship between headteacher instructional leadership and the psychological well-being of teachers. All (260) of the District Kotli AJ&K school's teachers were part of the study's population. The researcher selected one hundred and sixty (160) teachers as a sample of the study by using a simple random sampling technique. Two (instructional leadership questionnaire & psychological well-being questionnaire) standardized instruments were used to collect the data from the respondents. The data was gathered by the researcher during in-person visits to the school teachers. The researcher applied frequency, percentage, mean, standard deviation, and Pearson correlation for the analysis of data. It is concluded that that head teachers ensure the classroom objectives and give positive responses to evaluate the academic performance of students. Furthermore, based on Pearson's correlation of instructional leadership and psychological well-being, it is concluded that there was a moderate positive relationship found between instructional leadership and psychological well-being. It is recommended that educational authorities further encourage and support the implementation of regular guidance and counseling sessions for teachers, emphasizing the importance of consistent feedback mechanisms from head teachers to enhance professional development and classroom effectiveness.