Instructional Leadership of School Heads, Organizational Factors, and Resiliency: A Structural Equation Model on Psychological Well-Being of Public School Teachers
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Abstract
The study aimed to determine the best-fit structural model on psychological well-being as influenced by instructional leadership of school head, organizational factors, and resiliency. Using correlational and structural equation modeling, the respondents of this study were the 410 public elementary school teachers in Davao Region, Philippines. The results showed that the levels of instructional leadership of school head, organizational factors, resiliency, and psychological well-being were all very high. Further, all exogenous variables showed significant correlations with psychological well-being. Finally, findings showed that Model 3 is the best-fit structural model. Model 3 revealed that the instructional leadership of school heads was described by its two remaining indicators, namely, providing incentives for learning and promoting professional development. Organizational factors was explained by its two remaining domains, namely: organizational communication, organizational commitment; and resiliency was measured using two retained indicators, namely: personal competencies and persistence, family cohesion. On the other hand, the endogenous variable- psychological well-being was described by its two remaining indicators: autonomy and self-acceptance. This implies that to build psychological well-being, DepEd teachers may work on developing the retained indicators by way of establishing a supportive and growth-oriented environment within their schools. These insights contribute to the growing body of knowledge and align with DepEd's goals, supporting SDG 3 on well-being and SDG 4 on quality education.
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