Exploring the Interplay of Psychological Factors in Secondary School Teachers: A Focus on Psychological Well-being, Social Support, and Job Stress

Abstract

Positive psychology offers valuable insights into understanding and predicting mental health and psychological well-being. This study investigates the intricate relationship among psychological problems, psychological well-being, and social support among secondary school teachers, employing distinct parameters to elucidate these dynamics. A sample of 120 secondary school teachers from diverse educational institutions participated in this research.

Utilizing the Social Support Scale (SSS) and Psychological Well-being Scale (PWS), the study examines teachers' levels of social support and psychological well-being, alongside assessments of depression, anxiety, and stress levels. The findings reveal a significant negative correlation between psychological problems and social support, indicating that higher levels of social support correspond with lower levels of psychological problems among teachers.

Furthermore, the study sheds light on the nuanced interplay between psychological well-being and psychological problems, highlighting the complex relationship between these variables in the context of secondary school teaching. Insights gleaned from this research have implications for fostering mental prosperity and well-being among secondary school teachers, informing the development of targeted interventions and support mechanisms.

By deepening our understanding of the psychological factors at play in the teaching profession, this study contributes to the ongoing discourse on teacher well-being and job satisfaction. It underscores the importance of addressing psychological challenges and fostering supportive environments to enhance teachers' overall quality of life and effectiveness in the classroom.