ANALYZING THE INFLUENCE OF EDUCATIONAL POLICY AND ADMINISTRATIVE DECISIONS ON TEACHERS’ MENTAL HEALTH, STRESS LEVELS, AND ACADEMIC ENGAGEMENT IN COLLEGES OF EDUCATION IN ENUGU STATE

Abstract

This study critically examines the influence of educational policy and administrative decisions on teachers’ mental health, stress levels, and academic engagement within Colleges of Education in Enugu State, Nigeria. With increasing demands placed on educators, the intersection of policy frameworks and institutional leadership has become a pivotal factor in shaping the professional well-being and performance of teachers. The research explores how policy neglect of mental health, frequent curriculum changes without adequate training, and inequitable workload distribution contribute to heightened stress and diminished academic engagement. It also investigates the role of administrative practices—particularly leadership styles and participatory governance—in either exacerbating or alleviating these challenges. Using a mixed-methods approach, the study gathers data through surveys, interviews, and institutional records to assess the psychological and professional impact of current educational structures. Findings reveal that teachers operating under inclusive leadership models and supported by mental health initiatives, such as counseling units and peer wellness programs, report lower stress levels and higher engagement. Conversely, rigid administrative systems and policy gaps correlate with burnout and disengagement. The study concludes by recommending policy reforms that integrate mental health into educational planning, alongside administrative improvements that foster equity and collaboration. These measures are essential for cultivating a resilient, motivated teaching workforce capable of driving quality education in Enugu State and beyond.