Social Factors of Mental Well-Being Violation Among High School Teachers

Abstract

Social factors are considered which affect the mental well-being of high school teachers. The impact of such factors as the organization of scientific and research activity, working conditions, career and professional growth opportunities, the wage system, and the organization of a workplace are analyzed. The survey was conducted among the professors and teachers of leading Russian universities (N = 295). The study used an adapted questionnaire of subjective assessment concerning the social-psychological context of a high school teacher work, developed by A. Mayer on the basis of the organizational condition study methods, work satisfaction and professional development. The received materials were supplemented and concretized in the course of the focus group study, which allowed to identify psychologically vulnerable groups of teachers. Confirmatory factor analysis of social conditions, in which the professional activity of pedagogical personnel was carried out, showed that the confidence in the long-term guarantees of labor activity and the stability of scientific research work indicators are the strongest predictors of the mental well-being among pedagogical personnel. The results of the study made it possible to identify the following factors among the social factors that have a special weight in the processes of a mental well-being disturbance among teachers: the transfer of scientific and pedagogical workers to an effective contract; the increase of their scientific and teaching activity pace, burdened by the unpredictability of management requests; the disadvantages of a training schedule drawing up, etc. They determined that a significant influence of the motivational profile shortcomings, singled out as the part of social factors, provokes the following violations of the mental well-being among teachers: the violation of the value unity in a team; a stable domination of negative emotions; alienation, hiding uncertainty in their abilities; the deformation of mutual assistance systemic nature; increased anxiety and proneness to a conflict among university teachers. These studies * Corresponding author E-mail addresses: rogach16@mail.ru (O.V. Rogach), tani-87@inbox.ru (T.M. Ryabova), efrolova06@mail.ru (Elena V. Frolova) European Journal of Contemporary Education, 2017, 6(4) 788 support the hypothesis that a high degree of teaching work intensity, a high emotional, psychological and sensory loads, which are the consequence of a number of social factors negative influence, make a significant impact on the psychological-emotional state of high school teachers, including professional burnout.

A Systematic Review of the Factors That Influence Teachers’ Occupational Wellbeing

“…Emotional exhaustion was found to be a result of teaching and intense interactions with students, emotional intensity, dissatisfaction with levels of support, low occupational wellbeing, work intensification, and inability to effectively manage professional and family roles. The work environment affected the perceived stress, physical and mental wellbeing, and job satisfaction of teachers [ 81 ]. Primary classroom teachers were concerned about competing demands on their time.…”

Implicações do Contexto de Trabalho no Bem-estar Docente: Uma Revisão de Escopo

“…Dentre os principais fatores ambientais de influência negativa no bem-estar docente destacaram-se: remuneração (Biagi, 2017;Cacciari, 2015;Fox, Tuckwiller, Kutscher, & Walter, 2020;Guterres, 2020;Metz, 2015;J. C. Silva, 2015), instabilidade decorrente da temporalidade do vínculo contratual (Parra-Giordano et al, 2020;Rogach, Ryabova, & Frolova 2017;Romero-Caraballo, 2019), sobrecarga nas tarefas a serem realizadas (Fox et al, 2020;Kaynak, 2020;Luz et al, 2019;Manning, Brock, & Towers, 2020;Nunes, Hutz, Pires, & Oliveira, 2014;Parra-Giordano et al, 2020;Rogach et al, 2017;Romero-Caraballo, 2019;Silveira et al, 2017), número excessivo de alunos por classe e o mau comportamento deles (Biagi, 2017;Kaynak, 2020;Luz et al, 2019), falta de apoio da instituição/gestão ou de autonomia no trabalho (Kaynak, 2020;Manning et al, 2020;Metz, 2015;Rogach et al, 2017;D. L. Santos, 2012;J.…”

“…C. Silva, 2015), falta de acesso a equipamentos/materiais ou infraestrutura inadequada à modernização (Biagi 2017;Metz, 2015;G. B. Santos, 2013) e a existência de conflitos (Rogach et al, 2017).…”

“…Em relação aos fatores ambientais que se associaram positivamente ao bem-estar, os estudos indicaram os relacionamentos e interações positivas no trabalho (Fox et al, 2020;Metz, 2015;Parra-Giordano et al, 2020;J. C. Silva, 2015;Silveira et al, 2017), bem como o reconhecimento do trabalho docente pela instituição (Kaynak, 2020;Manning et al, 2020;Rogach et al, 2017), colegas, estudantes e pais (Fox et al 2020;Guterres 2020;Metz 2015;D. L. Santos 2012;G.…”

The Value of Happiness: Well-Being on A Global Scale

“…Apparently, this is due to the material situation of the respondents, and the infrastructure of human settlements. The level of happiness is higher among the more educated respondents [18,20]. According to WCIOM (Happiness in Russia: monitoring 2017), (the survey was conducted in Russia), as of August 2017 the presence of the family is one of the main components of happiness (the significance of 33%).…”