EFFECT OF RECOGNITION AND INVOLVEMENT IN DECISION-MAKING ON THE MENTAL WELL-BEING OF FEMALE SECONDARY SCHOOL TEACHERS IN LAGOS STATE
Keywords:
recognition, Involvement in decision-making, mental well-being, and teachersAbstract
This study investigated the effects of recognition and involvement in decision-making on the
mental well-being of female secondary school teachers in Lagos State, Nigeria. Using the
descriptive survey research design, the study sampled 459 respondents using purposive
sampling from a population of 6,271 female teachers. Two hypotheses were stated and tested
using Structural Equation Modeling (SEM). The results revealed a significant effect of
recognition on mental well-being (β = .162, p < .05), and a significant effect of involvement
in decision-making onthe mental well-being of female teachers (β = .217, p < .05). These
findings suggest that both recognition and participative decision-making significantly
enhance the mental well-being of female teachers. Consequently, it is recommended that
educational authorities implement systematic recognition programs and encourage
inclusive decision-making processes to improve teachers’ mental health. These measures
are particularly crucial for female teachers who face unique challenges related to gender
roles and societal expectations.