The psychosocial work conditions and mental well-being of independent school heads in South Africa

Abstract

Orientation: Numerous international studies have investigated the well-being of school Heads. Studies have shown the impact of psychosocial work conditions leading to burnout and stress, negatively impacting on mental well-being. This study aimed to determine the psychosocial work conditions and mental well-being of South African independent School Heads.

Research purpose: Assessing the psychosocial work conditions and the potential impact on mental well-being of school Heads as this has not been previously studied in South Africa.

Motivation for the study: Heads have multiple responsibilities in the school setting. An imbalance in job resources and demands as reflected by the psychosocial work conditions negatively impacts mental well-being and puts Heads at risk for mental illness.

Research approach/design and method: The study adopted a quantitative research approach, using an anonymous cross-sectional questionnaire design, distributed to Heads of independent schools in South Africa (N = 817; n = 296). A demographic questionnaire, the Copenhagen Psychosocial Questionnaire (COPSOQ) III-middle version and mental health continuum-short form (MHC-SF) were used to collect data. Spearman correlation, analysis of variance and univariate linear regression were used to describe associations.

Main findings: This study demonstrated fair correlation between various psychosocial work conditions and mental well-being. Furthermore, two demographic groups were identified as being most at risk for poorer well-being: younger and female Heads.

Practical/managerial implications: This study assisted in identifying at risk groups for possible psychosocial intervention.

Contribution/value-add: This study served to address the previous knowledge gap in South Africa regarding the mental well-being of school Heads and will potentially pioneer further studies in specific modifiable factors and intervention programmes.