Psychological Well-Being and Job Performance of Secondary School Teachers in Anambra State

This study examines the relationship between psychological well-being and job performance among secondary school teachers in Anambra State, South East Nigeria. Teacher effectiveness is inseparable from teachers' mental and emotional health, yet the occupational psychological well-being of Nigerian secondary school teachers receives limited institutional attention relative to curriculum and infrastructure concerns. The study employs a descriptive correlational design, involving 220 secondary school teachers from ten schools across Awka South and Nnewi North Local Government Areas. The Warwick-Edinburgh Mental Well-Being Scale and a teacher job performance rating scale, evaluated by school principals, were used as instruments. Data were analysed using Pearson correlation and multiple regression. Findings reveal that psychological well-being, particularly dimensions of positive affect, sense of purpose, and positive interpersonal relations, significantly predicts teacher job performance ratings. Teachers with higher well-being scores were rated as more creative in lesson delivery, more supportive to students, and more collaborative with colleagues. Workload, lack of professional recognition, and poor administrative relations were the most frequently cited well-being detractors. These results underscore the mutual reinforcement between teacher mental health and instructional quality. The Anambra State Teaching Service Commission is advised to implement a formal teacher well-being monitoring system, establish peer support networks for teachers, and create occupational health pathways that allow early identification and management of psychological distress before it affects classroom performance. Keywords: psychological well-being, job performance, secondary school teachers, Anambra State, occupational health.