A Study on Psychological Well-Being of Secondary School Teachers In Relation To Gender And Locality

The present study investigated the psychological well-being of secondary school teachers in relation to gender and locality. Using a descriptive survey design, data were collected from 175 secondary school teachers selected through random sampling technique from Azamgarh district, Uttar Pradesh. Psychological well-being was measured by using a standardized tool and the data were analyzed by using descriptive statistics and independent-samples t-tests. The results revealed that the majority of teachers exhibited an average level of psychological well-being. Gender-wise analysis showed a statistically significant difference in psychological well-being (t = 2.87, p < .05), as female teachers (M = 171.92, SD = 19.48) scored higher than male teachers (M = 163.84, SD = 20.96). In contrast, no significant difference was found in the psychological well-being of teachers teaching in rural and urban schools (t = 0.41, p > .05). The findings indicate that gender significantly influences psychological well-being, whereas locality does not. The study underscores the importance of gender-sensitive institutional support to promote teachers’ psychological well-being