Analysis of Psychological Well-Being of Secondary School Teachers; A Review of Literature

Abstract

Purpose: The goal of the study was to conduct an investigation into the psychological wellbeing of teachers in secondary schools.

Methodology: The research strategy used was a desktop review. Google Scholar was used to track the foundational references and relevant scholarly articles. To fulfill the inclusion criterion, papers from the past ten years were used.

Findings: Teachers' mental health was found to be correlated with both their self-efficacy and their work surroundings, independent of their demographics. Teachers' psychological well-being was found to be positively correlated with their levels of affective and normative commitment, which in turn was found to be positively correlated with teachers' levels of job satisfaction, desire to get involved in their work, and sense of competence on the job.

Unique Contribution to Theory, Policy and Practice: Based on the findings of this study, it is clear that assisting educators in developing their teaching competency and efficacy, as well as providing them with the tools they need to cope with workplace pressures, can have a positive effect on their mental health. It is also advised that, at the program level, supportive environments for both educators and students should be established. Psychotherapy based on the Cognitive Behavioral Theory (CBT) will be used to examine how emotions and actions are expressed through one's ability to think. This theory should be applied in future as it proposes new methods of thinking that will result in better behavioral and emotional reactions.