INFLUENCE OF EMPLOYEE WELLNESS PROGRAMS IN SCHOOLS ON TEACHER WELL-BEING IN PUBLIC PRIMARY SCHOOL IN SOUTHWESTERN NIGERIA

Abstract

This study examined the influence of employee wellness programs (EWPs) on teacher well-being in public primary schools in Southwestern Nigeria. A survey research design was adopted, involving 3,000 teachers selected through stratified random sampling from urban and rural schools. Data were collected using standardized instruments, including the Perceived Stress Scale, Maslach Burnout Inventory, Job Satisfaction Survey, and General Health Questionnaire. Descriptive and inferential statistics (correlation and multiple regression) were employed at the 0.05 level of significance. Findings revealed that only 48% of the surveyed schools had formal EWPs, with health screening, counselling referrals, and stress management workshops being the most common components. Participation in EWPs showed significant positive relationships with teacher well-being, while significant negative relationships were found with burnout and absenteeism. Regression analysis indicated that EWP participation and program comprehensiveness significantly predicted teacher well-being, whereas workload negatively influenced well-being. Years of teaching experience and school location did not make significant contributions. The study concludes that effective and comprehensive employee wellness programs are vital for enhancing teacher well-being in public primary schools. It recommends institutionalization of EWPs, reduction of excessive workload, and stronger administrative support to promote sustainable teacher health and effectiveness.