Abstract

This study examined gender and resilience as determinants of psychological well-being within the context of Nigerian teachers. The research employed a survey research methodology, using a sample of 843 secondary school teachers (448 males and 395 females) with a mean age of 37.37 years (standard deviation = 10.14 years; range = 20–65 years). The participants were randomly selected from public schools in the Ogbomoso North Local Government Area of Oyo State, Nigeria. The study employed two measurement tools: Brief Resilient Scale (BRS) and Ryff Scale of Psychological Wellbeing (RSPW). The findings indicate that there was not a statistically significant disparity in psychological well-being between male and female secondary school teachers (t (841) = 3.01, p >.05). Male teachers had a mean score of 21.63 (SD = 7.01) on psychological well-being, while female teachers had a mean score of 20.89 (SD = 6.88). In addition, it was revealed that there was a significant difference in levels of resilience on psychological well-being among the selected public school teachers (t (841) = 4.51, p >.05). It is also observed that teachers with high resilience mean score (M = 33.11; SD = 7.52) compared to teachers with low resilience mean score (M = 29.25; SD =5.15). This concludes that resilience, as a psychological construct, significantly influences teachers' psychological well-being. Consequently, it is recommended that all categories of teachers prioritize the enhancement of their resilience, since doing so will positively impact their psychological well-being and enhance their ability to effectively fulfill their professional duties.