Exploring the Interaction of Socio-Economic Factors and Social Support on the Psychological Well-Being of Private School Teachers in Akwa Ibom State

This study examined the combined influence of socio-economic factors and social support on the psychological well-being of private school teachers in Akwa Ibom State, Nigeria. A correlational survey research design was adopted, involving a randomly selected sample of 382 teachers drawn from private schools across the three senatorial districts of the state. Data were collected using validated instruments: the Socio-Economic Factors Scale (SEFS), the Multidimensional Scale of Perceived Social Support (MSPSS), and Ryff’s Psychological Well-Being Scale (RPWB). Descriptive statistics revealed that respondents reported a moderate level of socio-economic status (M = 2.84, SD = 0.77), a high level of perceived social support (M = 4.96, SD = 1.03), and a moderate-to-high level of psychological well-being (M = 3.62, SD = 0.89). Pearson correlation analysis indicated significant positive associations between socio-economic factors and psychological well-being (r = 0.54, p < .001), as well as between social support and psychological well-being (r = 0.63, p < .001). Moderated multiple regression analysis further revealed a significant interaction effect (β = 0.19, ΔR² = 0.04, p < .001), demonstrating that social support moderates the relationship between socio-economic conditions and psychological well-being by buffering the adverse effects of poor socio-economic status. While no significant gender differences were found, teachers aged 40 years and above exhibited significantly higher levels of psychological well-being compared to younger teachers (p < .05). The findings underscore the importance of integrated interventions that simultaneously address teachers’ economic conditions and strengthen social support networks. Policy recommendations include ensuring regular and adequate remuneration, improved welfare provisions, and the promotion of supportive collegial and administrative environments within private schools.