Conditions of work and Teachers' psychological well-being: Moderating role of psychological Contract violations in Lagos Mainland, Nigeria

The study examined the influence of condition of work on physiological well-being with the moderating role of feelings of psychological contract violations among public and private school teachers. A total of three hundred and sixty-four (364) full-time teachers from public and private schools operating in three senatorial zones of Lagos, comprises of 184 private schools and 180 public schools’ teachers (Mean age = 32.6, age range = 23 to 51) and 171 males to 193 females participated in the study. The study was anchored on Homans’ ‘Social exchange theory’ (1974), that social behaviour is an exchange of material and non-material goods, such as time, money, effort, approval, prestige, and power. It was hypothesised that there will be a significant positive correlation between Condition of work variables and Teachers Psychological well-being (i.e., psycho-physiological outcomes). The results showed that condition of work effectiveness variables correlated positively with teacher’s psychological well-being (i.e., Psychological well-being). Results also established that teacher’s psychological well-being were poor when condition of work was mediated by feelings of psychological contract violations. Results revealed clearly that psychological wellbeing was very poor for the private school teachers, compared to their public school counterparts, despite the seeming reported better condition of work. The findings provide insights and contributes to the literature of teachers’ psychological well-being determinants in public and private schools. Findings were discussed in the light of extant literatures.