Teachers’ Wellbeing as a Predictor of Effective Pedagogical Skills in Public Senior Secondary Schools in Oyo State

Teachers play a central role in determining the quality of teaching and learning in secondary schools, and their pedagogical effectiveness is increasingly influenced by their level of wellbeing. This paper examines teachers’ wellbeing as a predictor of effective pedagogical skills in senior secondary schools in Oyo State, Nigeria. Anchored on theoretical frameworks Shulman’s Pedagogical Content Knowledge Theory, Bronfenbrenner’s Ecological Systems Theory, and Seligman’s PERMA Model of Wellbeing. The paper conceptualizes teachers’ wellbeing as a multidimensional construct comprising emotional, cognitive, and physical dimensions, while pedagogical skills are examined in terms of classroom management, content delivery, and student engagement. Drawing extensively from existing literature and empirical studies, the paper establishes that teachers’ wellbeing significantly influences their instructional practices and professional effectiveness. Evidence from global and Nigerian studies reveals that teachers who experience high levels of wellbeing demonstrate stronger classroom control, clearer and more innovative content delivery, and higher levels of student engagement, whereas poor wellbeing is associated with stress, burnout, rigid teaching methods, and reduced instructional quality. The paper further highlights contextual challenges affecting teachers’ wellbeing in Oyo State, including workload pressure, limited resources, and inadequate welfare provisions. It concludes that improving teachers’ wellbeing is not merely a welfare concern but a strategic imperative for enhancing pedagogical effectiveness and educational quality. The paper therefore recommends policy-driven and school-based interventions aimed at promoting teachers’ wellbeing as a sustainable pathway to improving teaching and learning outcomes in secondary schools.

Teachers’ wellbeing, Pedagogical effectiveness, Work-related stress

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