Resiliency and mental health of school teachers in Okinawa

Abstract

PurposeThe purpose of this paper is to describe the mental health issues among teachers globally and to investigate the significant factors that specifically impact the mental health of school teachers in Okinawa, Japan.Design/methodology/approachThis cross-sectional study examined depression, anxiety, stress, self-esteem and resiliency among 174 teachers from seven schools in Okinawa, Japan. The study questionnaire consisted of four parts, including demographic data, Depression, Anxiety, and Stress scale (DASS-42), Rosenberg Self-Esteem Scale (RSE), and Connor-Davidson Resiliency Scale (CD-RISC). Multiple regression analyses were performed to identify predictors of mental health variables.FindingsOf the 174 teachers, 111 were females (64%) and 60 were males (35%). Average age of participants was 41.65 (SD = 10.07). Average number of years being a teacher was 15.50 (SD = 9.88). There was a significant gender difference in the level of self-esteem. Significant differences in anxiety were found among varying grade levels taught. Regression analyses indicated that resiliency and self-esteem significantly predicted depression, anxiety and stress among school teachers in Okinawa.Originality/valueThis is the first study among school teachers in Okinawa that examined the impact of resiliency and self-esteem on their mental health. To reduce psychological distress common within the teaching profession, social and environmental support should be provided within the school to better foster the successful promotion of teacher resiliency and self-esteem.

Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review

“…Conversely, among physicians, a survey indicated that the burnout prevalence was still significant even among the most resilient physicians; however, West et al suggested that physicians exhibited higher levels of resilience than the general working population [ 119 ], including teachers. Additionally, resilience was also a significant predictor of depression and anxiety [ 88 ]; thus, the higher the resilience, the less likely teachers will experience depression or anxiety.…”

“… Virtual instruction teachers have the most increase in anxiety. Ratanasiripong et al, 2020 [ 88 ] Japan Cross-sectional 174/200 (87%) Primary/secondary 41.65 Japanese version of depression, Anxiety, and Stress scale (DASS-42). Japanese version of the Connor-Davidson Resilience Scale (CD-RISC).…”

How Do Self-Esteem, Dispositional Hope, Crisis Self-Efficacy, Mattering, and Gender Differences Affect Teacher Resilience during COVID-19 School Closures?

“…As mentioned, self-esteem and mattering are two other personal factors that can influence teacher resilience. A previous study in Okinawa found a link between self-esteem and resiliency among teachers [ 16 ]. Richards et al [ 17 ] also found perceived mattering is positively associated with resilience and inversely related to stress and burnout.…”

Exploring the concept of pedagogical resilience during the COVID-19 pandemic: Teachers’ perspectives from Thailand and the Philippines

“…Wald et al (2006) maintained that resilience refers to the positive adaptation and the ability to maintain or regain mental health, despite experiencing adversity. In education, the concept of resiliency has also been explored by education scholars and practitioners (see Mrstik et al, 2019;Entesari et al, 2020;Ratanasiripong et al, 2020) to describe how teachers or the curriculum adapt to and caters to the changing landscape, needs, and requirements of society. In the present study, although teachers did not have experience in conducting online and remote classes, they remained patient, flexible, and adaptive to the current teaching state of emergency remote teaching due to the COVID-19 pandemic.…”

“…Such studies can inform other teachers, policy-makers, and school administrators to develop strategies and policies that benefit teachers and the schools. Although there has been a number of studies that examined teachers' resiliency (see Mrstik et al, 2019;Entesari et al, 2020;Ratanasiripong et al, 2020), studies that examined how teachers perceived pedagogical resilience, and how teachers build resilience in pedagogy during the COVID-19 pandemic are scarce.…”