Well-Being among Special School Educators

Present study was conducted to examine the role of life satisfaction and positive-negative affectivity in well-being among special school educators. Sixty eight special school educators (31 male and 37 female) aging between 26-55 years constituted the sample of the study. They are employed at different schools devoted to educate physically and mentally challenged children. The participants were administered Pandey's positive and negative affect schedule (PANAS), Dtener's satisfaction with life scale and mental health continuum-short form(MHC-SF). The correlational approach was used to see the relationship which revealed that life satisfaction and positive-negative affectivity jointly predict well-being among special school educators. Further analysts indicated that life satisfaction was slightly but positively correlated with positive affectivity, whereas it correlated with negative affectivity negligibly.As regards gender difference, male and female spectal educators did not differ significantly m positive-negative affectivity and life satisfaction. The results are thoroughly discussed and interpreted and implications of the findings are underlined.