Social support, self-efficacy and character strengths as indicators of mental health in teachers
Teachers; Mental health; Positive Psychology
The relationship between work and mental health requires extensive investigation. In contrast to traditional psychology studies focusing on psychopathologies and symptom remission, a positive mental health perspective emerges on the national and international scene with a focus on health promotion and prevention, enabling a systemic view of the worker and his working life. Based on this framework, this dissertation mapped, through an integrative literature review, the national and international scientific production on teachers' mental health indicators (Study 1) and verified the explanatory potential of positive variables (i.e., social support, self-efficacy and character strengths) as indicators of mental health in teachers (Study 2). In Study 1, 45 empirical scientific articles were selected, indexed in the databases: PsycNet, PepSIC, SciELO, PubMed, Virtual Health Library (VHL). The results showed an increase in publications in the year 2022, as well as a predilection for quantitative cross-sectional studies. Study 2 was carried out with Brazilian teachers, of any level or type of education, from public or private institutions. The instruments used were: Sociodemographic Questionnaire, Character Strengths Scale (CFE), Perceived Social Support at Work Scale (EPSST), Self-Efficacy at Work Scale (EAE-T) and Burnout Assessment Tool (BAT). Descriptive and correlational analyses, t test, anova and structural equation model were performed. Finally, the results showed about the teachers' mental health indicators, which encourage the importance of investing in a positive perspective of mental health in order to promote work with a better quality of life for these professionals, as well as the construction of practical theoretical models for this area of analysis.