Teachers’ Mental Health and Work Performance: An Exploration at the Secondary Level
Keywords:
Mental health, Work performance, Secondary school teachersAbstract
The research examined the psychological well-being of educators and its impact on their work performance. It aimed to explore the relationship between these variables, with a focus on how mental health influences work outcomes. The study used a quantitative survey method, involving a population of 2,284 secondary school teachers from Bhakkar in Punjab. A sample of 329 teachers was selected through stratified random sampling to ensure representativeness. Data was gathered using a self-designed questionnaire with 54 items. The findings indicate positive developments in mental health across psychological, psychosocial, and behavioural domains. Most teachers reported regular sleep patterns, minimal irrational fears and pessimistic thoughts, and occasional stress. They also demonstrated a good understanding and application of stress-management strategies, contributing to a healthier work environment. To promote a positive work atmosphere, teachers foster strong relationships with colleagues. They also possess effective emotional regulation skills, which are vital for creating a supportive educational environment and enhancing teaching effectiveness. The results underscore the importance of regular attendance, active classroom engagement, and careful monitoring of assignments for good work performance. Although most teachers possess these qualities, there is considerable room for improvement in areas such as consistent curriculum delivery and ongoing refinement of lesson plans. The study shows that teachers' mental well-being significantly influences their job performance, with a strong positive link between these factors. Educational institutions should consider implementing mental health awareness programs and flexible work arrangements to better manage workloads and accommodate teachers' individual needs.
DOI: 10.5281/zenodo.16762404
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