Improving Teacher Mental Health through Work Meaningfulness: Counseling Program Implications

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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