Relationship between Perceived Principal Support and the Psychological Well-Being of Teachers at Elementary Level

Abstract

This study looked at how elementary school teachers' psychological health at government schools in Kotli, Azad Jammu and Kashmir (AJK), related to their perceptions of principal support. A sample of 219 instructors was chosen at random from a population of 517 using a quantitative correlational approach. A self-created 20-item Likert scale questionnaire was used to gather the data, and SPSS was used to analyze it using Pearson Correlation and descriptive statistics. The findings indicated that teachers reported a very high degree of psychological well-being (Category Mean = 3.85) and a moderately high level of principle support (Category Mean = 3.89). The study hypothesis was confirmed by the discovery of a substantial, statistically significant positive association between the two variables (r = 0.714, p = 0.000). In order to better support teachers' psychological health at the school level, it is advised that principals implement supportive leadership practices such as teacher recognition, open communication, and participatory decision-making, while education authorities implement wellness programs and leadership training.