Psychological Well-Being and Employee Affective Commitment: Evidence from Public Secondary School Teachers in Oshimili-South Local Government Area of Delta State, Nigeria

This research investigated the effect of psychological well-being on affective commitment among public secondary school teachers in Oshimili South Local Government Area of Delta State, Nigeria. Specifically, the study examined the effects of mental health, work–life balance, and job stress on affective commitment. A cross-sectional survey design was adopted, with data collected from 275 teachers selected through stratified random sampling. Standardized instruments were employed, including the Warwick-Edinburgh Mental Well-being Scale, Carlson et al.’s WorkFamily Balance Scale, Parker and DeCotiis’ Job Stress Scale, and the affective dimension of Meyer and Allen’s Organisational Commitment Questionnaire. Descriptive statistics, Pearson’s correlation, and multiple regression analysis were used to analyze the data. The results revealed that mental health (β = .25, p < .001) and work–life balance (β = .23, p < .001) had significant positive effects on affective commitment, while job stress (β = –.18, p = .002) had a significant negative effect. The model explained 29% of the variance in affective commitment (R² = .29). These findings underscore the importance of promoting teachers’ mental well-being, facilitating work–life balance, and addressing job stress as strategies to enhance teacher commitment. The study recommends policy interventions and school-level practices that strengthen teacher wellness and reduce stress to improve educational outcomes