Improving Teacher Mental Health through Work Meaningfulness: Counseling Program Implications

Year 2025, Volume: 15 Issue: 78, 443 - 454, 20.09.2025

Retno Mangestuti , Rahmat Aziz , Forbis Ahamed

https://doi.org/10.17066/tpdrd.1489788

Abstract

This research examines how deriving meaningfulness from work relates to teachers' mental health, particularly in light of the challenges inherent in the teaching profession. As part of a mixed-methods design, the study collected quantitative data from 928 teachers in 15 schools throughout East Java, Indonesia, employing the Work and Meaning Inventory and the Brief Mental Health Inventory-12 (MHI-12). Semi-structured interviews with nine purposively selected teachers provided qualitative insights into their experiences and perceptions. Data triangulation ensured the validity and robustness of the findings. Analysis outcomes show a notable correlation between perceived meaningfulness and psychological well-being, backed by solid statistical validation. Strategies such as valuing educational roles, commitment to responsibilities, and engagement in personal growth were pivotal in cultivating work-related meaningfulness. These findings highlight the potential for enhancing teacher mental health by fostering a profound sense of professional purpose and offer valuable contributions to educational guidance and counselling, outlining practical approaches to support teachers in managing psychological burdens.

Keywords

Dual-continua model of mental health , the meaning of work , mixed-method sequential explanatory , psychological distress

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