Teachers' mental health is an essential ability to perform their duties. Positive and negative approaches to understanding mental health can be an alternative to profiling teachers' mental health. These two perspectives have resulted in the development of four mental health typologies. This study attempts to profile the mental health of teachers and give alternative ways for developing their mental health based on their profiles. 928 elementary, junior high, and senior high school educators provided information. Using mental health scales to collect data. The analysis was conducted using the clustering method. The results of the investigation revealed four distinct teacher mental health profiles. High mental health, high mental illness, low mental illness, and low mental health are the four profiles. The results of this study suggest that the four profiles should be treated differently. Teachers might receive guidance and counseling based on their mental health profiles. This study can be refined by testing variables associated with high and low mental health (psychological well-being and psychological distress) in future research.
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Project Number
1520A/LP2M/PPK/OT.01.3/04/2022.
Thanks
Thanks to the Director General of Islamic Higher Education, Ministry of Religion of the Republic of Indonesia, for providing research funding assistance through the Institute for Research and Community Service, State Islamic University of Maulana Malik Ibrahim Malang,
References
Acosta, F. M. (2019). Occupational stress, burnout, mental health and its relationship with workplace violence in university teachers. Salud Uninorte, 35(3), 328–342. https://doi.org/http://dx.doi.org/10.14482/sun.35.3.613.62
Affandi, L. H., Saputra, H. H., & Husniati, H. (2020). Teaching for what? - Investigating the effect of teacher’s pedagogical knowledge on elementary school students’ life satisfaction and outcome. Universal Journal of Educational Research, 8(11), 5367–5375. https://doi.org/10.13189/ujer.2020.081139
Aperribai, L., Cortabarria, L., Aguirre, T., Verche, E., & Borges, Á. (2020). Teacher’s Physical Activity and Mental Health During Lockdown Due to the COVID-2019 Pandemic. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.577886
Aziz, R., & Zamroni. (2020). Analisis faktor konfirmatori terhadap alat ukur kesehatan mental berdasarkan teori dual model. Psikoislamika : Jurnal Psikologi Dan Psikologi Islam, 16(2), 1–7. https://doi.org/10.18860/psi.v16i2.8199
Banfield, M. (2018). Health and social care coordination for severe and persistent mental illness in Australia: A mixed methods evaluation of experiences with the Partners in Recovery Program. International Journal of Mental Health Systems, 12(1). https://doi.org/10.1186/s13033-018-0194-2
Braun, S. S., Schonert-Reichl, K. A., & Roeser, R. W. (2020). Effects of teachers’ emotion regulation, burnout, and life satisfaction on student well-being. Journal of Applied Developmental Psychology, 69. https://doi.org/10.1016/j.appdev.2020.101151
Cabezas, H. E. (2021). Depression, anxiety, stress in students and teachers: Analysis from covid 19. Revista Venezolana de Gerencia, 26(94), 603–622. https://doi.org/10.52080/rvgluzv26n94.9
Cobos, T. L. (2016). Secondary teacher professional development in an innovation experience through scholar research. Revista Eureka, 13(3), 686–704. https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2016.v13.i3.13
Cormier, C. J. (2021). Black Teachers’ Affirmations on The Social–emotional And Mental Health Needs of Learners: a Transnational Examination. Kappa Delta Pi Record, 57(1), 30–36. https://doi.org/10.1080/00228958.2021.1851584
Demir, M. (2015). Counseling and guidance understandings of guidance teachers and their attitudes towards counseling and guidance. Egitim ve Bilim, 40(179), 307–322. https://doi.org/10.15390/EB.2015.3864
Gashi, A., & Mojsoska-Blazevski, N. (2016). The Determinants of Students’ Well-being in Secondary Vocational Schools in Kosovo and Macedonia. European Journal of Education, 51(3), 333–344. https://doi.org/10.1111/ejed.12181
Hagan, J. E. (2022). Linking COVID-19-Related Awareness and Anxiety as Determinants of Coping Strategies’ Utilization among Senior High School Teachers in Cape Coast Metropolis, Ghana. Social Sciences, 11(3). https://doi.org/10.3390/socsci11030137
Harding, S. (2019). Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? Journal of Affective Disorders, 242, 180–187. https://doi.org/10.1016/j.jad.2018.08.080
Jerrim, J. (2021). National tests and the wellbeing of primary school pupils: new evidence from the UK. Assessment in Education: Principles, Policy and Practice, 28(5), 507–544. https://doi.org/10.1080/0969594X.2021.1929829
Johansson, E. (2022). Depression among teachers: a Swedish register-based study. BMC Public Health, 22(1). https://doi.org/10.1186/s12889-022-12758-0
Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43(2), 207–222. https://doi.org/10.2307/3090197
Keyes, C. L. M. (2017). The dual continua model: The foundation of the sociology of mental health and mental illness. In … for the study of mental health: Social …. Cambridge University Press New ….
Kuwabara, M. (2020). An exploratory questionnaire survey about overwork on mental health of Japanese elementary and junior high school teachers. Journal of Mental Health Training, Education and Practice, 16(3), 181–186. https://doi.org/10.1108/JMHTEP-01-2020-0002
Larson, M. (2018). Stressed Teachers Don’t Make Good Implementers: Examining the Interplay Between Stress Reduction and Intervention Fidelity. School Mental Health, 10(1), 61–76. https://doi.org/10.1007/s12310-018-9250-y
Li, X. (2020). Quality of primary health care in China: challenges and recommendations. In The Lancet (Vol. 395, Issue 10239, pp. 1802–1812). https://doi.org/10.1016/S0140-6736(20)30122-7
Li, Y. (2018). Teachers’ mental health: Perceived social justice and life satisfaction. In IEEE International Conference on Industrial Engineering and Engineering Management (Vol. 2017, pp. 899–903). https://doi.org/10.1109/IEEM.2017.8290022
Mahipalan, M. (2019). Workplace spirituality, psychological well-being and mediating role of subjective stress: A case of secondary school teachers in India. International Journal of Ethics and Systems, 35(4), 725–739. https://doi.org/10.1108/IJOES-10-2018-0144
McGrath, M. (2012). Forensic Psychology, Forensic Psychiatry, and Criminal Profiling: The Mental Health Professional’s Contribution to Criminal Profiling. In Criminal Profiling (pp. 101–120). https://doi.org/10.1016/B978-0-12-385243-4.00004-6
Mérida, L. S. (2017). Emotion-regulation ability, role stress and teachers’ mental health. Occupational Medicine, 67(7), 540–545. https://doi.org/10.1093/occmed/kqx125
Natesan, M. (2016). Effectiveness of guidance and counseling services amongst secondary school teachers in Malaysia. Advanced Science Letters, 22(8), 2014–2016. https://doi.org/10.1166/asl.2016.7761
Nyoni, A. M., Chiwaridzo, M., Tadyanemhandu, C., January, J., & Dambi, J. M. (2018). Profiling the mental health of diabetic patients: A cross-sectional survey of Zimbabwean patients. BMC Research Notes, 11(1). https://doi.org/10.1186/s13104-018-3881-9
Oates, J. (2018). Interwoven histories: Mental health nurses with experience of mental illness, qualitative findings from a mixed methods study. International Journal of Mental Health Nursing, 27(5), 1383–1391. https://doi.org/10.1111/inm.12437
Renshaw, T. L. (2015). Assessing teachers’ positive psychological functioning at work: Development and validation of the teacher subjective wellbeing questionnaire. School Psychology Quarterly, 30(2), 289–306. https://doi.org/10.1037/spq0000112
Roberson, A. J., & Renshaw, T. L. (2019). Initial Development and Validation of the Student Wellbeing Teacher-Report Scale. School Mental Health, 11(3). https://doi.org/10.1007/s12310-018-09305-x
Robinson, L. E., Valido, A., Drescher, A., Woolweaver, A. B., Espelage, D. L., LoMurray, S., Long, A. C. J., Wright, A. A., & Dailey, M. M. (2022). Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis. School Mental Health. https://doi.org/10.1007/s12310-022-09533-2
Sandilos, L. (2018). Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms? Early Childhood Research Quarterly, 42, 280–290. https://doi.org/10.1016/j.ecresq.2017.10.009
Shawer, S. (2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education, 63, 296–313. https://doi.org/10.1016/j.tate.2016.12.017
Suldo, S. M., Thalji-Raitano, A., Kiefer, S. M., & Ferron, J. M. (2016). Conceptualizing High School Students’ Mental Health Through a Dual-Factor Model. School Psychology Review, 45(4), 434–457. https://doi.org/10.17105/SPR45-4.434-457
Sun, B. (2022). How Does Teachers’ Psychological Capital Influence Workplace Well-Being? A Moderated Mediation Model of Ego-Resiliency and Work-Meaning Cognition. International Journal of Environmental Research and Public Health, 19(22). https://doi.org/10.3390/ijerph192214730
Taghvaienia, A. (2020). Positive intervention for depression and teacher-student relationship in Iranian high school girl students with moderate/mild depression: A pilot randomized controlled trial. Child and Adolescent Psychiatry and Mental Health, 14(1). https://doi.org/10.1186/s13034-020-00331-9
Terry, P. C. (2021). Mood profiling for sustainable mental health among athletes. Sustainability (Switzerland), 13(11). https://doi.org/10.3390/su13116116
Thayer, A. J., Weeks, M. R., & Cook, C. R. (2021). Dual factor mental health model: Validation through mixture modeling and cut scores. Psychology in the Schools. https://doi.org/10.1002/pits.22447
Wang, X., Zhang, D., & Wang, J. (2011). Dual-Factor Model of Mental Health: Surpass the Traditional Mental Health Model. Psychology, 02(08), 767–772. https://doi.org/10.4236/psych.2011.28117
Wijaya, R. (2019). Professional competency levels teacher guidance and counseling / counselor school. In IOP Conference Series: Earth and Environmental Science (Vol. 235, Issue 1). https://doi.org/10.1088/1755-1315/235/1/012105
Yasar-Akyar, O. (2022). Special Education Teacher’s professional development through digital storytelling. Comunicar, 30(71), 1–12. https://doi.org/10.3916/C71-2022-07
Yu, S., Zheng, Y., Jiang, L., Liu, C., & Xu, Y. (2021). “I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing. Assessing Writing, 48. https://doi.org/10.1016/j.asw.2021.100528
Öğretmenlerin ruh sağlığı gelişimi için felsefe oluşturma ve eylem planı stratejileri
Year 2023,
Volume: 5 Issue: 2, 121 - 128, 27.06.2023
Öğretmenlerin ruh sağlığı, görevlerini yerine getirmek için gerekli bir yetenektir. Ruh sağlığını anlamaya yönelik olumlu ve olumsuz yaklaşımlar, öğretmenlerin zihinsel sağlığının profilini çıkarmaya alternatif olabilir. Bu iki bakış açısı dört ruh sağlığı tipolojisinin gelişmesiyle sonuçlanmıştır. Bu çalışma, öğretmenlerin ruh sağlığının profilini çıkarmaya ve profillerine dayanarak zihinsel sağlıklarını geliştirmenin alternatif yollarını sunmaya çalışmaktadır. 928 ilkokul, ortaokul ve lise son sınıf eğitimcisi bilgi verdi. Veri toplamak için zihinsel sağlık ölçeklerini kullanma. Analiz, kümeleme yöntemi kullanılarak gerçekleştirilmiştir. Araştırmanın sonuçları dört farklı öğretmen ruh sağlığı profilini ortaya çıkardı. Yüksek akıl sağlığı, yüksek akıl hastalığı, düşük akıl hastalığı ve düşük akıl sağlığı dört profildir. Bu çalışmanın sonuçları, dört profilin farklı şekilde ele alınması gerektiğini göstermektedir. Öğretmenler zihinsel sağlık profillerine göre rehberlik ve danışmanlık alabilirler. Bu çalışma, gelecekteki araştırmalarda yüksek ve düşük zihinsel sağlıkla (psikolojik iyi oluş ve psikolojik sıkıntı) ilişkili değişkenleri test ederek rafine edilebilir.
Acosta, F. M. (2019). Occupational stress, burnout, mental health and its relationship with workplace violence in university teachers. Salud Uninorte, 35(3), 328–342. https://doi.org/http://dx.doi.org/10.14482/sun.35.3.613.62
Affandi, L. H., Saputra, H. H., & Husniati, H. (2020). Teaching for what? - Investigating the effect of teacher’s pedagogical knowledge on elementary school students’ life satisfaction and outcome. Universal Journal of Educational Research, 8(11), 5367–5375. https://doi.org/10.13189/ujer.2020.081139
Aperribai, L., Cortabarria, L., Aguirre, T., Verche, E., & Borges, Á. (2020). Teacher’s Physical Activity and Mental Health During Lockdown Due to the COVID-2019 Pandemic. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.577886
Aziz, R., & Zamroni. (2020). Analisis faktor konfirmatori terhadap alat ukur kesehatan mental berdasarkan teori dual model. Psikoislamika : Jurnal Psikologi Dan Psikologi Islam, 16(2), 1–7. https://doi.org/10.18860/psi.v16i2.8199
Banfield, M. (2018). Health and social care coordination for severe and persistent mental illness in Australia: A mixed methods evaluation of experiences with the Partners in Recovery Program. International Journal of Mental Health Systems, 12(1). https://doi.org/10.1186/s13033-018-0194-2
Braun, S. S., Schonert-Reichl, K. A., & Roeser, R. W. (2020). Effects of teachers’ emotion regulation, burnout, and life satisfaction on student well-being. Journal of Applied Developmental Psychology, 69. https://doi.org/10.1016/j.appdev.2020.101151
Cabezas, H. E. (2021). Depression, anxiety, stress in students and teachers: Analysis from covid 19. Revista Venezolana de Gerencia, 26(94), 603–622. https://doi.org/10.52080/rvgluzv26n94.9
Cobos, T. L. (2016). Secondary teacher professional development in an innovation experience through scholar research. Revista Eureka, 13(3), 686–704. https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2016.v13.i3.13
Cormier, C. J. (2021). Black Teachers’ Affirmations on The Social–emotional And Mental Health Needs of Learners: a Transnational Examination. Kappa Delta Pi Record, 57(1), 30–36. https://doi.org/10.1080/00228958.2021.1851584
Demir, M. (2015). Counseling and guidance understandings of guidance teachers and their attitudes towards counseling and guidance. Egitim ve Bilim, 40(179), 307–322. https://doi.org/10.15390/EB.2015.3864
Gashi, A., & Mojsoska-Blazevski, N. (2016). The Determinants of Students’ Well-being in Secondary Vocational Schools in Kosovo and Macedonia. European Journal of Education, 51(3), 333–344. https://doi.org/10.1111/ejed.12181
Hagan, J. E. (2022). Linking COVID-19-Related Awareness and Anxiety as Determinants of Coping Strategies’ Utilization among Senior High School Teachers in Cape Coast Metropolis, Ghana. Social Sciences, 11(3). https://doi.org/10.3390/socsci11030137
Harding, S. (2019). Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? Journal of Affective Disorders, 242, 180–187. https://doi.org/10.1016/j.jad.2018.08.080
Jerrim, J. (2021). National tests and the wellbeing of primary school pupils: new evidence from the UK. Assessment in Education: Principles, Policy and Practice, 28(5), 507–544. https://doi.org/10.1080/0969594X.2021.1929829
Johansson, E. (2022). Depression among teachers: a Swedish register-based study. BMC Public Health, 22(1). https://doi.org/10.1186/s12889-022-12758-0
Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43(2), 207–222. https://doi.org/10.2307/3090197
Keyes, C. L. M. (2017). The dual continua model: The foundation of the sociology of mental health and mental illness. In … for the study of mental health: Social …. Cambridge University Press New ….
Kuwabara, M. (2020). An exploratory questionnaire survey about overwork on mental health of Japanese elementary and junior high school teachers. Journal of Mental Health Training, Education and Practice, 16(3), 181–186. https://doi.org/10.1108/JMHTEP-01-2020-0002
Larson, M. (2018). Stressed Teachers Don’t Make Good Implementers: Examining the Interplay Between Stress Reduction and Intervention Fidelity. School Mental Health, 10(1), 61–76. https://doi.org/10.1007/s12310-018-9250-y
Li, X. (2020). Quality of primary health care in China: challenges and recommendations. In The Lancet (Vol. 395, Issue 10239, pp. 1802–1812). https://doi.org/10.1016/S0140-6736(20)30122-7
Li, Y. (2018). Teachers’ mental health: Perceived social justice and life satisfaction. In IEEE International Conference on Industrial Engineering and Engineering Management (Vol. 2017, pp. 899–903). https://doi.org/10.1109/IEEM.2017.8290022
Mahipalan, M. (2019). Workplace spirituality, psychological well-being and mediating role of subjective stress: A case of secondary school teachers in India. International Journal of Ethics and Systems, 35(4), 725–739. https://doi.org/10.1108/IJOES-10-2018-0144
McGrath, M. (2012). Forensic Psychology, Forensic Psychiatry, and Criminal Profiling: The Mental Health Professional’s Contribution to Criminal Profiling. In Criminal Profiling (pp. 101–120). https://doi.org/10.1016/B978-0-12-385243-4.00004-6
Mérida, L. S. (2017). Emotion-regulation ability, role stress and teachers’ mental health. Occupational Medicine, 67(7), 540–545. https://doi.org/10.1093/occmed/kqx125
Natesan, M. (2016). Effectiveness of guidance and counseling services amongst secondary school teachers in Malaysia. Advanced Science Letters, 22(8), 2014–2016. https://doi.org/10.1166/asl.2016.7761
Nyoni, A. M., Chiwaridzo, M., Tadyanemhandu, C., January, J., & Dambi, J. M. (2018). Profiling the mental health of diabetic patients: A cross-sectional survey of Zimbabwean patients. BMC Research Notes, 11(1). https://doi.org/10.1186/s13104-018-3881-9
Oates, J. (2018). Interwoven histories: Mental health nurses with experience of mental illness, qualitative findings from a mixed methods study. International Journal of Mental Health Nursing, 27(5), 1383–1391. https://doi.org/10.1111/inm.12437
Renshaw, T. L. (2015). Assessing teachers’ positive psychological functioning at work: Development and validation of the teacher subjective wellbeing questionnaire. School Psychology Quarterly, 30(2), 289–306. https://doi.org/10.1037/spq0000112
Roberson, A. J., & Renshaw, T. L. (2019). Initial Development and Validation of the Student Wellbeing Teacher-Report Scale. School Mental Health, 11(3). https://doi.org/10.1007/s12310-018-09305-x
Robinson, L. E., Valido, A., Drescher, A., Woolweaver, A. B., Espelage, D. L., LoMurray, S., Long, A. C. J., Wright, A. A., & Dailey, M. M. (2022). Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis. School Mental Health. https://doi.org/10.1007/s12310-022-09533-2
Sandilos, L. (2018). Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms? Early Childhood Research Quarterly, 42, 280–290. https://doi.org/10.1016/j.ecresq.2017.10.009
Shawer, S. (2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education, 63, 296–313. https://doi.org/10.1016/j.tate.2016.12.017
Suldo, S. M., Thalji-Raitano, A., Kiefer, S. M., & Ferron, J. M. (2016). Conceptualizing High School Students’ Mental Health Through a Dual-Factor Model. School Psychology Review, 45(4), 434–457. https://doi.org/10.17105/SPR45-4.434-457
Sun, B. (2022). How Does Teachers’ Psychological Capital Influence Workplace Well-Being? A Moderated Mediation Model of Ego-Resiliency and Work-Meaning Cognition. International Journal of Environmental Research and Public Health, 19(22). https://doi.org/10.3390/ijerph192214730
Taghvaienia, A. (2020). Positive intervention for depression and teacher-student relationship in Iranian high school girl students with moderate/mild depression: A pilot randomized controlled trial. Child and Adolescent Psychiatry and Mental Health, 14(1). https://doi.org/10.1186/s13034-020-00331-9
Terry, P. C. (2021). Mood profiling for sustainable mental health among athletes. Sustainability (Switzerland), 13(11). https://doi.org/10.3390/su13116116
Thayer, A. J., Weeks, M. R., & Cook, C. R. (2021). Dual factor mental health model: Validation through mixture modeling and cut scores. Psychology in the Schools. https://doi.org/10.1002/pits.22447
Wang, X., Zhang, D., & Wang, J. (2011). Dual-Factor Model of Mental Health: Surpass the Traditional Mental Health Model. Psychology, 02(08), 767–772. https://doi.org/10.4236/psych.2011.28117
Wijaya, R. (2019). Professional competency levels teacher guidance and counseling / counselor school. In IOP Conference Series: Earth and Environmental Science (Vol. 235, Issue 1). https://doi.org/10.1088/1755-1315/235/1/012105
Yasar-Akyar, O. (2022). Special Education Teacher’s professional development through digital storytelling. Comunicar, 30(71), 1–12. https://doi.org/10.3916/C71-2022-07
Yu, S., Zheng, Y., Jiang, L., Liu, C., & Xu, Y. (2021). “I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing. Assessing Writing, 48. https://doi.org/10.1016/j.asw.2021.100528
Aziz, R. (2023). Profiling and action plans strategies for teachers’ mental health development. Kıbrıs Türk Psikiyatri Ve Psikoloji Dergisi, 5(2), 121-128.