Teacher Self-Efficacy and Mental Health—Their Intricate Relation to Professional Resources and Attitudes in an Established Manual-Based Psychological Group Program
Bibliographic Data
| ID | 15520658 |
|---|---|
| Authors | Sophia von Muenchhausen (University of Freiburg), Matthias Braeunig (0000-0003-4245-6850, University of Freiburg), Ruth Pfeifer (University of Freiburg), Anja S Göritz (0000-0002-4638-0489, University of Freiburg), Joachim Bauer (International Psychoanalytic University Berlin), Claas Lahmann (0000-0003-0947-116X, University of Freiburg), Alexander Wuensch (0000-0003-4893-290X, University of Freiburg, corresponding author) |
| Year | 2021 |
| Volume | 12 |
| Pages | 510183-510183 |
| Publication date | 2021-05-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Psychiatry (JOURNAL) |
| Journal identifiers | ISSN: 1664-0640 • E-ISSN: 1664-0640 |
| Publisher | Frontiers Media (PUBLISHER • CH) |
| DOI | 10.3389/fpsyt.2021.510183 |
| PMID | 34122155 |
| OpenAlex | W3171151529 |
| Language | EN |
| Citations received | 11 |
| References cited | 43 |
Introduction: Teaching is considered a mentally challenging occupation. Teacher self-efficacy is a personal resource which buffers the experience of stress and may be important in maintaining mental health. The preventive intervention "Manual-Based Psychological Group Program for Teachers" (MBPGPT) was applied and evaluated state-wide to improve the mental health of teachers. This study aims to investigate the intricate relation between teacher self-efficacy and mental health and their changes in the course of the intervention. Method: Using a single-group pre-/post-design, the relation between teacher self-efficacy and mental health was investigated in 742 teachers. Pre- and post-changes in teacher self-efficacy and their interaction with mental health were examined in a subsample of 171 teachers, who met the conservative inclusion criteria. In ancillary analyses, correlations with underlying changes in work-related behavior and experience patterns were analyzed to better understand the intricate link between teacher self-efficacy and mental health. Results: Teacher self-efficacy showed a significant, moderate correlation with mental health. Self-efficacy was moderately higher after the intervention than before the intervention, but independent of changes in mental health. Teacher self-efficacy was related to work-related psychological resistance and positive emotions. An increase in teacher self-efficacy was accompanied by an improvement in life satisfaction and distancing ability. A decrease in teacher self-efficacy went hand in hand with reduced experience of social support. Discussion: This study confirmed teacher self-efficacy as an important, reliable resource and its correlation with psychological resistance. The absence of a control group limits what causal conclusions can be drawn from the study. Nevertheless, self-efficacy seems to be a worthwhile goal of preventive interventions for teachers and should be promoted due to its wide-ranging implications. Suggestions for further studies and interventions are made
Distancing · Intervention (counseling · Mental health · Psychiatry · Psychotherapist · Self-efficacy · Clinical Psychology · Medicine · Psychology · Resilience and Mental Health · Stress and Burnout Research · Workplace Health and Well-being
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| Unique citing works | 11 |
|---|---|
| Citations per year | 2,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |