Mental health in teachers: Relationships with job satisfaction, efficacy beliefs, burnout and depression
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Mental health in teachers: Relationships with job satisfaction, efficacy beliefs, burnout and depression Vincenza Capone 1
&
Giovanna Petrillo 1
# Springer Science+Business Media, LLC, part of Springer Nature 2018
Abstract Several studies showed that mental well-being varies based on employment status. A comprehensive assessment of well-being, covering both hedonic and eudaimonic aspects, has been considered essential to capture an individual’s positive mental health. Aims: Based on the classification proposed in the Mental Health Continuum model by Keyes (2005), aims were to estimate teachers’ prevalence of mental health, and to examine the associations between mental health and, respectively, burnout, depression, teacher self-efficacy, teacher collective efficacy and job satisfaction, taking into account the job status. 285 high school teachers completed a self-report questionnaire. Data were analyzed using descriptive and correlational analyses. Findings showed that 38.7% of participants were flourishing, 53.2% were moderately mentally healthy, and 8.2% were languishing. The flourishing group reported lower prevalence of depression and burnout, and higher levels of job satisfaction and efficacy beliefs than the other two groups. Significant differences between the permanent and temporary teachers emerged. Interventions to improve teachers’ well-being should take into account factors as teachers’ self-efficacy, collective efficacy, as well as teachers’ perception of job satisfaction, and the adverse impact that the condition of temporary teacher could have on work. Keywords Mental health continuum (MHC) . Job satisfaction . Teacher . Job status . Burnout . Efficacy beliefs
Introduction During recent years there has been a major shift from research focusing on distress symptoms to research focusing on the ability to maintain mental well-being by attaining satisfaction from life and by expressing positive affect (Folkman 2008). Researchers in positive psychology have long called for this shift, a change in focus from the sole investigation and repair of human shortcomings, deficits and pathologies, to the construction and implementation of individual strengths, resources, and well-being (Keyes 2007). They also called for the strengthening of positive aims to achieve the mental well-being necessary for positive functioning (Keyes et al. 2008). According to the Mental Health Continuum Model (Keyes 2005, 2006, 2007), mental health, like mental illness, is a syndrome of symptoms. Positive mental health is not
* Vincenza Capone [email protected] 1
Department of Humanities, University Federico II of Naples (Italy), Via Porta di Massa, 1, 80133 Naples, Italy
simply the absence of mental disorder but as the presence of positive qualities. It includes three domains: emotional, psychological, and social well-being. So, a comprehensive assessment of well-being, covering both hedonic, subjective wellbeing (feeling good and satisfied), and eudaimonic well-being, including psychological (functioning well on both i
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