Principals' Autonomy Support Buffers the Effect of Stress on Teachers' Psychological Well-Being Amid the COVID-19 Pandemic

• In Event: Fairmont Roundtable Session Eight
  In Roundtable Session: Reimagining Teacher Education and the Impacts of the COVID-19 Pandemic (Table 10)

Abstract

This study aimed to examine how autonomy-supportive principal supervision moderates the relationship between stress and well-being during the COVID-19 pandemic. Data from 1,150 K-12 teachers was used to conduct hierarchical multiple regression to examine the moderating role of principal autonomy-support (PAS). Findings show that stress symptoms were negatively associated with emotional, psychological, and social well-being. PAS moderated the link between stress and psychological well-being (PWB). Specifically, the negative association between stress to PWB is stronger for those with lower PAS and weaker for teachers with higher PAS. The study highlights the role of autonomy-support from the principals in mitigating the negative effects of stress on teacher well-being during the pandemic. Practical and theoretical implications for improving teacher well-being are discussed.

Authors

• Norman B. Mendoza, The Education University of Hong Kong
  Presenting Author

• John Ian Wilzon T. Dizon, University of Hong Kong
  Presenting Author