Female Teachers' Well-being in Times of COVID-19 Pandemic: Factors That Explain Professional Well-being in Madurai District

Abstract

The COVID-19 pandemic fundamentally disrupted educational systems worldwide, placing unprecedented demands on teachers who were forced to rapidly adapt to online instruction, manage increased workloads, and navigate the blurring boundaries between professional and personal life. This study examines the factors that explain professional well-being among 120 female teachers in Madurai District, Tamil Nadu, India, during the COVID-19 pandemic. Using a quantitative research design, data were collected through structured questionnaires and analyzed using SPSS. The study investigates the relationship between professional well-being and key factors including workload, administrative support, work-family balance, technological competence, and collective efficacy. Findings reveal that collective efficacy and administrative support emerged as the strongest predictors of professional well-being, explaining a significant proportion of variance. The study contributes to the understanding of teacher well-being in the Indian context and offers implications for educational policy and school leadership.