The effects of school culture dimensions on teacher well-being across under-enrolled and high-enrolment schools

Abstract

This study aims to examine and compare the school culture dimensions and its effects on teacher well-being across under-enrolled and high-enrolment schools. Data were collected from 452 Malaysian primary school teachers. The results showed that high-enrolment schools scored higher in the dimensions of goal orientation and participative decision-making. Goal orientation, leadership, and formal relationship dimensions have significant effects on teacher well-being in under-enrolled schools. Participative decision-making and formal relationship dimensions have significant effects on teacher well-being in high-enrolment schools. Multigroup analysis revealed that the relationship between participative decision-making and teacher well-being was stronger in high-enrolment schools compared to under-enrolled schools.

Keywords

• Partial least squares structural equation modelling (PLS-SEM)
• School culture
• School size
• Teacher well-being