Assessing secondary school teachers' well-being using PERMA Model in Maiduguri, Borno State

Abstract

The study was conducted to determine teachers' well-being in secondary schools. The researchers approached teachers' well-being with emphasis on Seligman's multidimensional PERMA model. The sample comprised 200 teachers from six secondary schools within Maiduguri Metropolis. Teachers' Well-Being Questionnaire designed by the researchers was used for data collection. Data were summarized and analyzed by descriptive (mean and standard deviation) and inferential statistics (Pearson Product Moment Correlation and independent t-test). Results showed that teachers had good well-being and most of the PERMA domains were significantly related except Meaning and Accomplishment domains which were not significantly related to Positive Emotion domain. Also, well-being had no significant difference between male and female secondary school teachers. In order to maintain and advance good teachers' well-being, it was recommended that management of schools should conduct periodic well-being programmes that will involve psychosocial intervention courses that could promote personal flourishing (positive functioning) of teachers.

Keywords: Well-being, PERMA Model, Teachers, Flourishing, Secondary schools