IMPACT OF ELEMENTARY SCHOOL TEACHERS’ WELLBEING ON PROFESSIONAL PERFORMANCE

Abstract

This study examined the impact of elementary school teachers' wellbeing on their professional performance in public and private schools of District Lahore. Guided by the positivist paradigm, the study used a quantitative, causal-comparative design. The population comprised all elementary school teachers in the district Lahore. Data were collected using two reliable structured instruments, a Teacher Wellbeing scale and a Professional Performance Questionnaire, both of which showed acceptable internal-consistency reliability. Correlation analysis revealed a strong, positive, and statistically significant relationship between overall teacher wellbeing and overall professional performance, with interpersonal skills and discipline and regularity showing the closest links to wellbeing. Simple regression showed that overall wellbeing significantly predicted performance and explained a little more than half of its variance, while multiple regression showed that psychological, subjective, and professional wellbeing each significantly predicted performance and together explained about three-fifths of its variance, with psychological wellbeing the strongest predictor. The study concludes that teacher wellbeing meaningfully shapes professional performance and recommends that schools and policymakers prioritize teacher wellbeing, especially its psychological dimension, as a strategy for improving the quality of elementary education.