A Proposed Model for Enhancing the Mental Health of Exceptional School Teachers in Tehran
Keywords:
Mental health, exceptional school teachers, structural model, productivity, positive affect, self-efficacyAbstract
Objective: The purpose of this study was to design and propose a comprehensive model for enhancing the mental health of exceptional school teachers in Tehran, focusing on psychological, social, and professional dimensions.
Methods and Materials: This mixed-methods research included both qualitative and quantitative phases. The qualitative section involved thematic analysis of semi-structured interviews with 14 academic experts and content analysis of scholarly documents published between 2000 and 2021. The quantitative phase involved a sample of 187 exceptional school teachers selected via multi-stage cluster sampling from a population of 378. Data were collected using semi-structured interviews and a researcher-made questionnaire consisting of 8 dimensions and 34 indicators. Quantitative data were analyzed using SPSS and SmartPLS software.
Findings: The structural model results showed that productivity (β=0.906), positive affect (β=0.906), and self-efficacy (β=0.834) had the highest impact on teachers' mental health. Other dimensions—mental management, autonomy, quality of life, moral character, and environmental mastery—were also validated within the model. All path coefficients were statistically significant, and both convergent and discriminant validity were confirmed.
Conclusion: The findings suggest that a multidimensional model encompassing psychological, professional, and contextual factors can effectively enhance the mental health of exceptional school teachers. The proposed model provides a foundational basis for educational policymaking and psychological interventions in this field.
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