Teachers' Mental Health: Protective Factors

En la actualidad, la salud psicofísica de los educadores es un tema que ha cobrado mayor importancia, especialmente el fenómeno del estrés laboral crónico, ya que afecta directamente la efectividad de su trabajo. De ahí la importancia de detectar qué factores pueden prevenir este agotamiento crónico en el campo educativo. Esta investigación tuvo como objetivo responder a esta pregunta desde una perspectiva empírica. Para ello, se utilizó una muestra de 300 docentes de educación inicial y primaria de instituciones tanto públicas como privadas de la Argentina. Se implementó el Inventario de Burnout (MBI) de Maslach y Jackson para determinar el nivel de estrés crónico. Para evaluar dos recursos psicosociales de gran relevancia en el contexto del trabajo, se utilizó la Escala de Autoeficacia Docente de Albert Bandura y la Escala de Satisfacción Laboral para educadores. En suma, las percepciones de la autoeficacia del docente y la satisfacción laboral se consideran recursos psicológicos que actuarían como moduladores del estrés crónico en el lugar de trabajo, identificándose en estos docents valores moderados y elevados en los recursos, y niveles bajos en los síntomas de burnout.

ABSTRACTThe main purpose of this study was to examine the perception of students regarding teacher self-efficacy and its influence on their motivation in the context of learning. The researchers used mixed-method research as the research methodology. To gather the data, the researchers used some instruments, namely a questionnaire and an interview. The questionnaire was distributed to 30 undergraduate students at a university located in Yogyakarta, Indonesia. The instrument used was adopted from the Teacher's Self-Efficacy Scale Questionnaire developed by Tschannen-Moran & Hoy (2001). The data underwent both descriptive and statistical analysis using SPSS. The findings indicated that the students had a moderate degree of perceptions of teacher self-efficacy. In addition, the students' perceptions of teacher self-efficacy also influenced their motivation in learning. In other words, when students believe their lecturers have high self-efficacy in teaching, they are more motivated because they trust that the lecturers are capable of delivering the materials effectively and in an engaging manner. Therefore, it is important for lecturers to focus on building and cultivating their self-efficacy to positively influence students' learning outcomes. ABSTRAKTujuan penelitian ini adalah untuk mengetahui persepsi siswwa terhadap efikasi diri guru dan dampaknya terhadap motivasi belajar mereka. Peneliti menggunakan penelitian mixed-method sebagai metolodi penelitian. Untuk mengumpulkan data, peneliti menggunakan beberapa instrument berupa kuesioner dan interview. Peneliti menyebarkan kuesioner tersebut kepada 30 mahasiswa S1 di suatu universitas di Yogyakarta, Indonesia. Instrumen yang digunakan diadaptasi dari Kuesioner Skala Efikasi Diri Guru yang dikembangkan oleh Tschannen-Moran & Hoy (2001). Data dianalisis secara deskriptif dan statistik. Hasil penelitian menunjukan bahwa siswa mempunyai tingkat persepsi efikasi diri guru yang sedang. Selain itu, persepsi siswa terhadap efikasi diri guru juga mempengaruhi motivasi mereka dalam belajar. Dengan kata lain, ketika mahasiswa yakin bahwa dosennya memiliki efikasi diri yang tinggi dalam mengajar, maka mahasiswa akan lebih termotivasi karena yakin bahwa dosen tersebut mampu menyampaikan materi secara efektif dan menarik. Oleh karena itu, penting bagi dosen untuk fokus membangun dan menumbuhkan efikasi diri agar dapat memberikan dampak positif terhadap hasil belajar mahasiswa.How to Cite: Kusumaningtyas, B.W.D., Mbato, C.L. & Ena, O.T. (2023). Students’ Perceptions of Teacher Self-Efficacy and Its Impact on Their Motivation. IJEE (Indonesian Journal of English Education), 10(2), 428-442. doi:10.15408/ijee.v10i2.34758.

The aim of this study is to analyse attitudes, perceptions of teacher self-efficacy and collaborative practices and teachers’ opinions of the most appropriate placement for students with severe/permanent SEN. The methodology involves a survey based on a questionnaire administered to teachers in three school groups in the central region of mainland Portugal, including scales for the assessment of attitudes towards inclusion, perceptions of teacher self-efficacy and collaboration between teachers. The data was processed using descriptive and inferential statistics with the aid of SPSS software. The results indicate that the teachers have favourable attitudes towards inclusion and a high perception of self-efficacy, and also provide evidence of collaborative practices. In addition, a positive and statistically significant relationship between teachers’ attitudes and perceptions of self-efficacy with regard to inclusion was identified, affirming a statistically significant relationship between these variables and teachers’ opinions of the most appropriate placement for students with severe/permanent SEN. What is still at stake is that, despite inclusive policies, the placement of students with SEN in regular classrooms can still be influenced by the type of SEN. It was also noted that the diversity of students, the reinforcement of collaborative practices represent challenges for the inclusion of these students.

Öğretmenler eğitim ortamlarında gelişim açısından birbirlerinden farklı fiziksel ve zihinsel özelliklerde öğrencilerle çalışmaktadırlar. Gelişim açısından normal sürecin gerisinde ve ilerisinde olan öğrenciler özel gereksinimli öğrenci (ÖGÖ) olarak isimlendirilmekte ve farklı eğitim ortamlarında farklı alanlarda dersler almaktadırlar. ÖGÖ’ lerin genel eğitim ortamlarında aldıkları derslerden birisi de müzik dersidir ve müzik öğretmenleri konuya ilişkin özyeterlik algıları kapasitesinde ÖGÖ’ leri müzik alanında geliştirmeye çalışmaktadırlar. Bu çalışmada müzik öğretmenlerinin ÖGÖ’ lerle müzik uygulamalarına ilişkin özyeterlik algılarının çeşitli değişkenlere göre tespit edilmesi amaçlanmıştır. Çalışmada 227 müzik öğretmenine ulaşılmış ve Akıncı (2017) tarafından geliştirilmiş olan“Müzik Öğretmenlerinin Özel Gereksinimli Öğrencilerle Müzik Uygulamalarına İlişkin Özyeterlik Algısı Ölçeği” aracılığı ile veriler elde edilmiştir. Araştırmada istatistiki teknikler olan yüzde-frekans, Mann-Whitney-U testi ve Kruskal-Wallis testleri uygulanmış ve bulgulara ulaşılmıştır. Müzik öğretmenlerinin ÖGÖ’ lerle müzik uygulamalarına ilişkin özyeterlik algıları ile cinsiyet, medeni durum, yaş grupları, lisans mezuniyet yılları, mezuniyet durumları, çalışılan kademe, özel sınıfta müzik eğitimi verme, kaynaştırma sınıfında müzik eğitimi verme, destek eğitim odasında müzik eğitimi verme, mesleki deneyim süreleri arasında anlamlı farklılıklar bulunamamıştır. Öğretmenlerin konuya ilişkin özyeterlik algıları ile mezun oldukları fakülte, ÖGÖ’ nün evinde müzik eğitimi verme, ÖGÖ’ nün müzik eğitimine ilişkin seminer-kurs alma, kendine ait müzik dersliği olma ve çalıştığı okulda rehber öğretmen olma durumları arasında anlamlı farklılıklar bulunmuştur. Bulgulara ilişkin sonuçlar ve öneriler sunulmuştur.

The purpose of this study was to examine the relationships among pre-service teachers' perceptions of teacher self-efficacy (TSE), critical thinking dispositions (CTD), and depressive symptoms. Correlational survey, one of the quantitative research designs, was used as the research design of this study. The participants of the study consisted of 450 pre-service teachers studying at the Faculty of Education of a state university in Turkey. The California Critical Thinking Disposition Scale, Beck Depression Inventory, Teacher Self-Efficacy Scale, and a researcher-developed demographic information form were used to collect data. The collected data was analyzed using the Pearson Moment Correlation Coefficient and multiple regression analysis techniques. The results of the study revealed that the subdimensions of critical thinking disposition and depressive symptoms had significant positive correlations with all dimensions of teacher self-efficacy. Another important finding was that CTD and depressive symptoms are important variables in predicting preservice teachers' self-efficacy beliefs. The present study also addressed the implications for teacher education and provided insights for future research directions.

Preschool and primary school teachers’ attitudes towards inclusive education in Egypt: The role of experience and self-efficacy

This research aims to determine the relationship between self-efficacy perceptions and job satisfaction of teachers working in high schools. The universe of the research is composed of the teachers working in high schools in Malatya Battalgazi and Yeşilyurt districts in the fall semester of the academic year 2019-2020. Simple random sampling method has been used for sample selection. In our study, the “Teacher Self-Efficacy Scale” and the short form of the adapted “Minnesota Job Satisfaction Scale” have been used. According to the new results we obtained in our research; teachers' job satisfaction is at a moderate level; self-efficacy perceptions are quite sufficient. There is a moderately significant positive correlation between self-efficacy levels perceived by teachers, self-efficacy levels of student participation, classroom management self-efficacy levels, teaching strategies self-efficacy levels, general job satisfaction levels, internal satisfaction levels and external satisfaction levels. Keywords: Self-efficacy, Teacher Self-Efficacy, Job Satisfaction, High School Teachers;

In the present era of positive psychology and occupational health psychology interest in promoting the mental health of employees has increased markedly during the last few years due to its direct and indirect important role in the productivity, job satisfaction, turnover, bum out, and so on. There may be a lot of key factors such as work environment, management support, work load and so on in determining how stressful the work can be and its effect on employee physical and mental health. Organizational stress and collective cultural are the factors that may play an important role in determining the mental health of employees basically the managers of the organizations. More recently, studies have targeted occupational stress in various professions, such as nurses, doctors, police officers, teachers and academics (Plattner & Mberengwa, 2010), but little research has been conducted on occupational stress among managers. In the pursuit for organizational excellence, managers need to work under highly stressful circumstances. Managers in the manufacturing sector have been found to be experiencing high stress (Jestin & Gampel, 2002). In addition to this, personal cultural orientation of managers may moderate the relationship of occupational stress and mental health through different social support and coping style. In highly heterogeneous societies cultural differences must not be ignored, especially in the workplace otherwise it may result in reduced organisational outcomes (Holtzhausen, 2005).Mental healthAccording to the WHO (2009), mental health can be conceptualized as a state of well-being in which the individual: realizes his or her own abilities; can cope with the normal stresses of life; can work productively and fruitfully; is able to make a contribution to his or her community.Organizational stressIn an organizational context, organizational stress is also known as job stress and/or work stress and/or occupational stress. These terms are often used interchangeably in organizations, but its meaning refers to the same thing (AbuAlRub, 2004; Larson, 2004). It is defined as the perception of a discrepancy between environmental demands (stressors) and individual capacities to fill these demands (Topper, 2007; Vermut & Steensma, 2005; Ornelas & Kleiner, 2003; Varea, 1999). Employees in an organization can face occupational stress through the role stress. Role stress means anything about an organizational role that produces adverse consequences for the individual (Kahn& Quinn, 1970). Bhagat etal. (2010)acknowledge role conflict, role overload and role ambiguity as the three frequent causes of occupational stress. Reilly (1982) and Jones et al. (2007) stated that role overload is the degree to which one found him/herself in a position of time pressure because of the number of tasks and responsibilities one has in life. Role ambiguity is defined as being uncertain about the task requirements of a certain job due to lack of information, unclear company directives and unclear goals and responsibilities (Rizzo etal., 1970; Walker etal., 1975; Schuler, 1979; Behrman & Perreault, 1984; Mengiuc, 1996; Karatepe et al., 2006; Jones et al., 2007). Role ambiguity can result from deficient information available (Conley W Chang & Lu, 2007). Role conflict can result from inconsistent information (Conley W LaMontagne et al., 2008). Research has established that job-related stress impacts on individual level outcomes that include depression decreased overall well-being and coronary heart disease (Beehr & Glazer, 2005; Gyllensten & Palmer, 2005). …

Relationship between Teacher's Self-efficacy Perceptions and Job Satisfaction Level

Due to the potentially negative impact on the employees’ well-being and productivity, the stress in the workplace becomes one of the most difficult problems for the enterprise’s successful operation. The frequency of its manifestations in the workplace is constantly increasing. These issues are especially relevant in the Covid-19 era when HR managers constantly have to form and implement policies to protect the employees’ mental health and general working conditions. It creates the preconditions to identify the factors underlying the occurrence of stress and employees’ potential behavioral responses. The aim of this study is to analyze and evaluate certain aspects of stress in the workplace. Based on the systematization of the results from previous research and interviews with five experienced heads and managers of Vietnamese companies, the article identifies and classifies common reasons, signs, symptoms, and consequences of workers’ stress. The classification of stress in the workplace into three categories (acute stress, episodic acute and chronic stress) forms the basis for identifying the source of stress as a result of the manifestation of factors which differ from the usual ones for the worker, taking into account their external and internal peculiarities. The article proposes an approach based on a combination of psychological, physiological, and autonomic methods to measure stress. It takes into account its cognitive, physical, emotional, and behavioral symptoms to increase the accuracy for evaluating the practical application of stress minimization strategy. The paper examines the relationship between individual, organizational and financial effects of stress. It identifies four problems faced by staff in the workplace: identifying the reasons for stress, identifying ways to minimize it, resolving conflict, and developing proposals and recommendations for reducing stress. According to the analysis of five interviews with experienced managers from Vietnamese companies, there are recommendations on how to form and implement stress management strategies for human resource managers. Primary, secondary and tertiary approaches to workplace stress reduction are proposed based on managers’ individual and organizational interventions focused on different goals. Thus, human resource managers play an essential role in the development of stress management strategies to facilitate the interactive internal exchange of information and to establish a balanced personnel structure of the organization. Keywords: Eustress, Distress, Stress, Stress Management, Workplace.

Primary School Teacher's Experience with Mobbing and Teacher's Self-Efficacy Perceptions

Chronic occupational stress has become an increasingly prevalent issue in modern workplaces, impacting employees across various sectors. Prolonged exposure to stress in professional settings is associated with numerous health risks, including both physical and mental health issues. Understanding these health outcomes is essential for developing effective strategies to mitigate workplace stress and promote employee well-being.This systematic review aims to synthesize recent findings on the health outcomes of chronic occupational stress, examining studies published within the last decade. By evaluating evidence from diverse occupational settings, this review seeks to identify the primary physical, mental, and behavioral health impacts of long-term workplace stress.A systematic literature search was conducted across major academic databases, including PubMed, Scopus, and PsycINFO. Studies were included if they focused on chronic occupational stress and reported on specific health outcomes. Data extraction focused on study design, population characteristics, stress measurement methods, and reported health effects. Studies were critically appraised for quality and relevance. Analysis of the selected studies revealed significant associations between chronic occupational stress and several health outcomes. Physical health consequences frequently included cardiovascular disease, hypertension, and metabolic disorders, while mental health impacts commonly involved anxiety, depression, and burnout. Behavioral outcomes, such as substance use and poor sleep quality, were also prevalent. Variations were observed across different job types and demographic factors, with certain high-risk sectors showing elevated levels of stress-related health issues.Chronic occupational stress is linked to a wide array of adverse health outcomes, underscoring the need for organizational interventions and policies to address long-term stress in the workplace. Future research should focus on longitudinal studies and targeted interventions to mitigate these health risks and improve employee well-being.

Teachers in primary and secondary schools are frequently under pressure. Therefore, it is critical to understand the factors that affect their mental health. Autonomy was associated with mental health in the past. However, the mediating mechanism behind this relationship has received little attention. In this study, a chain mediation model was built to determine whether teaching efficacy and work satisfaction mediated the relationship between teacher autonomy and mental health. Our study enlisted the participation of 810 Chinese primary and secondary school teachers aged from 21 to 57 years old. They completed self-reporting measures of teacher autonomy, mental health, teaching efficacy, and job satisfaction. The results show that (1) teacher autonomy, teaching efficacy, job satisfaction, and mental health have strong positive relationships, (2) teaching efficacy and job satisfaction significantly mediate the relationship between autonomy and mental health, and (3) both teaching efficacy and job satisfaction play a chain-mediating role. The chain-mediating effect of teaching efficacy and job satisfaction plays an important role in promoting teachers' mental health. Teachers with a high level of autonomy tend to have high teaching efficacy, high job satisfaction, and improved mental health.

Today, societies become more complex and profound changes in science and technology, mission organizations will be increasingly important in the growth and development of all countries. As the main pillar of current society organizations play a significant role in meeting the expectations of their communities And human resources is the most valuable resource for organizations. Therefore, in order to increase productivity and efficiency of organizations based on employee needs and satisfaction will be of particular importance (Zamini et al., 2010). On the other hand, one of the most important works of burnout, organizational commitment. Between organizational commitment and issues related to human resource performance and there is a significant positive relationship. People who have a higher commitment, have less turnover, more intimate relationships with their partners, more participation and involvement in decision-making will be less conflict and role ambiguity (Mahmud, 1999). Several studies have been done from the perspective of psychology in this area from a management perspective, and industrial and organizational variables and little research has been done. Thus, according to this and the impact of perceived social support from staff burnout, this study examines the relationship between organizational commitment and perceived social support in Imam Khomeini Relief Committee (RA) is dealt with burnout.Problem statementBurnout has been raised as a problem in all enterprise systems, burnout addition, the incidence of adverse effects that load on their physical and mental health personnel, reduces efficiency and quality of services and costs required to do work. Burnout is a product of long-term stress in the workplace. Symptoms of this syndrome becomes apparent that not enough human capabilities for environmental applications. Emotional exhaustion (chronic fatigue, sleep disorders, physical symptoms can be discharged in the form of reduced mental energy and emotion), depersonalization (negative reaction, heartless and with extreme indifference towards colleagues and clients, guilt, isolation, reduce the work and daily activities, in the sense of psychological separation of the job and reduce the feeling of personal accomplishment (reduced sense of competence and success in the profession, job dissatisfaction, feelings on time, failure, Loss of ability to recognize and understand, permanent sense of oppression and exploitation, and reduced job performance), are the three dimensions of burnout syndrome (Fredrinberg, 1974; Mezlech, 1976; Mezlech & Goldenberg, 1988). This syndrome has different effects in social life, physical and psychological leaves. Personnel Imam Khomeini Relief Committee (RA) due to inability to deal with stress, such as clients and patients, interpersonal problems, low social support, high working pressure, faced with a large number of clients per day, making decisions based on insufficient information in an emergency and responding to the results of this decision, along with the stress of trying to avoid any mistakes, the face of violence and intimidation at work, compared to other professions were more willing to engage in this syndrome. Since that organizational commitment has a significant impact on the efficiency and productivity in recent years, organizational commitment is an important part of organizational studies and focus studies.Research conducted has shown that organizational commitment in the workforce, in addition to a powerful and effective force in the success of organizations (Shakerinia & Nabavi, 2010) seems to have a credit inter-cultural (Soaer et al., 1996). The importance of organizational commitment organizational beneficial and desirable outcomes such as increasing effectiveness, reduce absenteeism and burnout in studies suchas Porter et al. (1974); Tite and Mayer (1993) has been confirmed.MethodThe present study is correlational and descriptive outline which aims burnout check the forecast on the basis of organizational commitment and perceived social support on the staff of Imam Khomeini Relief Committee (RA) is Shiraz. …

Employees may experience stress in the workplace for various reasons. Psychological strengths may help them to cope with emerging challenges and foster mental health and work productivity. This study examined the mediating roles of meaning in life and psychological flexibility in the relationships between perceived occupational stress and job satisfaction, job performance and psychological distress. This cross-section study included 554 teachers (56.0% males; Mage = 36.99 ± 7.88 years) at all school levels in Türkiye. The research data was collected through a convenience sampling method using an online survey. Participants completed self-report measures of meaning in life, psychological flexibility, perceived occupational stress, job satisfaction, job performance, and psychological distress. Pearson product-moment correlation and parallel mediation model using PROCESS macro (Model 4) were utilized to analyze the data. The results showed that perceived occupational stress had a significant effect on meaning in life, psychological flexibility, job satisfaction, job performance, and psychological distress. Also, meaning in life and psychological flexibility had significant effects on job satisfaction, job performance, and psychological distress. Furthermore, meaning in life and psychological flexibility partially mediated the relationships between occupational stress and job satisfaction, job performance, and psychological distress. These findings highlight the significance of considering meaning in life and psychological flexibility as crucial factors in mitigating the impact of occupational stress on employee mental health and work productivity. By focusing on enhancing employees' sense of meaning and their ability to adapt flexibly to workplace challenges, organizations can potentially create a better environment that fosters positive outcomes for both employees and the organization. However, the impact of occupational stress on job performance, job satisfaction and psychological distress may change over time. To address this concern, future research should test the model through a longitudinal study design.