Gendered Experiences of Psychological Well-Being Among Rural and Urban School Administrators

Abstract

The present study explores the gendered dimensions of psychological well-being among school administrators operating in rural and urban settings. As education increasingly becomes a sector of entrepreneurial engagement, understanding how gender and location shape mental and emotional health is crucial. The study examines variations in psychological well-being between men and women school admins, considering factors such as work-life balance, stress management, social support, and professional fulfilment. Unlike other profession Administrators, education sector heads carry greater responsibilities, as they must navigate interactions with teachers, parents, government regulations, and the broader society. This study explored the psychological well-being of school administrators working in the Karur District of Tamil Nadu state, India. A survey research design was adopted, and data were collected from a stratified random sample of 120 administrators, including both male and female participants from schools situated in different localities. The assessment of psychological well-being was carried out using the Psychological Well-Being Scale standardized and validated by Madhuchandra (2016). The findings indicated that locality had a significant influence on the psychological well-being of school administrators, while gender showed no notable difference. These results highlight important considerations for policymakers, educational planners, and mental health professionals who seek to promote the emotional health, job satisfaction, and overall sustainability of school administrators across varied educational contexts.