Supporting Educators: Exploring the Role of Counseling Services in Enhancing Teachers’ Emotional Wellbeing in Selected Schools in Kumasi Metro

Abstract

This study, which is based on a post-positivist perspective, uses statistical methods to investigate the relationship between counseling support networks and teachers' emotional well-being. The major research goal was to evaluate the influence of counseling services on teachers' emotional well-being and to determine the incidence of emotional distress and burnout among teachers. A descriptive survey approach was used to obtain data from 140 teachers selected from the Krejcie and Morgan table. A cross-sectional survey was used to assess teachers' emotional states as well as the impact of counseling services at a given moment. Convenience sampling enabled a diversified sample by gender, age, experience, and teaching location. A standardized questionnaire was used to collect data on demographics, emotional well-being, burnout, and the impact of counseling networks. The findings revealed an alarming degree of emotional suffering among teachers, with 75% having poor emotional well-being and 70% feeling burnout. The study demonstrated a substantial positive association (r = 0.78, p < 0.01) between access to counseling services and enhanced emotional well-being. These findings highlight the crucial need for schools to prioritize emotional support for teachers, stressing counseling's positive role in improving educators' well-being and overall effectiveness in the classroom.