Educational Management Practices as a Mediator between Psychological Well- being and Resilience among Early Childhood Education Teachers

Abstract

Low resilience among teachers negatively affects psychological well-being, job performance, and professional sustainability. This predictive research design examined the mediating role of educational management practices on the relationship between psychological well-being and resilience among 150 early childhood education teachers in Davao City. Results revealed that psychological well-being significantly correlated with resilience (r = .519, p < .001), while educational management practices showed an even stronger correlation (r = .683, p < .001). Mediation analysis confirmed partial mediation, with psychological well-being positively influencing management practices (β = 1.111, p < .001), which in turn predicted resilience (β = .548, p < .001). The indirect effect was significant (β = .609, p = .030), accounting for 61% of the total effect, while the direct effect remained significant (β = .390, p = .030). Practically, the findings show that strengthening school heads’ management practices can raise teacher resilience by over half a standard deviation, significantly reducing burnout and emotional exhaustion. Targeted leadership training in teamwork, ethics, and people development could boost resilience by about 0.6 points on a 4-point scale, improving retention and sustaining quality early childhood education. The study thus provides empirical support for Social Cognitive Theory and highlights the measurable impact of leadership-driven interventions on teacher well-being and resilience.