“Investigation of primary education teachers' happiness and mentality resilience after the covid 19 pandemic”
Main Article Content
Abstract
As the role of primary education teachers is crucial in shaping the psychological and social conditions of the world’s future generations, it is important for teachers to be affective in their role. Their work efficacy, which depends on their psychological and mental state and their well-being, is related to subjective happiness and mental resilience being the two main determinants influencing the well-being of individuals. This quantitative study aims to investigate the levels of subjective happiness and mental resilience in primary education teachers and how these were affected after the COVID-19 pandemic. A quantitative survey questionnaire was used to analyze the factors contributing to the subjective happiness and mental resilience. The findings show that teachers with higher levels of happiness reported viewing their life and work more favorably, more positive outcomes at work, high self-satisfaction levels and greater ability to cope with challenges. Also, the study reveals that higher levels of happiness are preventing factors for the development of future psychological and mental disorders, while they have a negative correlation with disorders such as depression, and a positive correlation with mental resilience, self-perceived quality of life and flexibility in adverse situations.
Keywords:
subjective happiness, COVID-19, resilience, teachers, primary education, RSES, SHS, RS
Article Details
How to Cite
KONSTANTOPOULOU, Georgia; PAPAGEORGIOU, Vaia; MAVROEIDI, Eleni.
“Investigation of primary education teachers' happiness and mentality resilience after the covid 19 pandemic”.
Medical Research Archives, [S.l.], v. 12, n. 8, aug. 2024.
ISSN 2375-1924.
Available at: <https://esmed.org/MRA/mra/article/view/5663>. Date accessed: 04 dec. 2024.
doi: https://doi.org/10.18103/mra.v12i8.5663.
Section
Case Reports
The Medical Research Archives grants authors the right to publish and reproduce the unrevised contribution in whole or in part at any time and in any form for any scholarly non-commercial purpose with the condition that all publications of the contribution include a full citation to the journal as published by the Medical Research Archives.
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https://doi.org/10.1177/0894845319851875YMER
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26. Sagone, E., & De Caroli, M. E. (2014). A correlational study on dispositional resilience, psychological well-being, and coping strategies in university students. American Journal of Educational Research, 2(7), 463–471.
https://doi.org/10.12691/education-2-7-5.
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https://www.who.int/activities/promoting-well-being
28. Fletcher, D., Sarkar, M. (2013). Psychological resilience: A review and critique of definitions, concepts, and theory. European Psychologist, 18 (1) (2013), pp. 12-23, 10.1027/1016-9040/a000124
29. Sadati, A. K. B, Lankarani, M. H., & Bagheri Lankarani, K. (2020). Risk society, global vulnerability and fragile resilience; sociological view on the coronavirus outbreak. Advances in Shiraz E-Medical Journal. Advance online publication. https://doi.org/10.5812/semj.102263.
30. Djalante, R., Shaw, R., & DeWit, A. (2020). Building resilience against biological hazards and pandemics: COVID-19 and its implications for the Sendai Framework. Progress in Disaster Science, 6, 100080. https://doi.org/10.1016/j.PDISAS.2020.100080.
2. Diener, E. (2012). New findings and future directions for subjective well-being research. Am Psychology, 67(8):590.
3. Huppert FA, So TT. (2013). Flourishing across Europe: application of a new conceptual framework for defining well-being. Soc Indic Res, 110(3):837–61.
4. Bliese P. D., Edwards J. R., Sonnentag S. (2017). Stress and well-being at work: A century of empirical trends reflecting theoretical and societal influences. Journal of Applied Psychology, 102, 389–402.
5. Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58 (2018), pp. 126-136
6. Abdel-Khalek, A. M., & Lester, D. (2017). The association between religiosity, generalized self-efficacy, mental health, and happiness in Arab college students. Personality and Individual Differences, 109, 12–16.
https://doi.org/10.1016/j.paid.2016.12.010
7. Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York: Free Press.
8. Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York: Free Press.
9. Coleman, J. (2009). Wellbeing in schools: Empirical measure, or politician’s dream? Oxford Review of Education, 35(3), 281-292.
10. Daniels, D., & Strauss, E. (2010). Mostly I’m driven to tears and feeling totally unappreciated: Exploring the emotional wellness of high school teachers. Procedia - Social and Behavioral Sciences, 9, 1385-1393.
11. Saaranen, T., Pertel, T., Streimann, K., Laine, S., & Tossavainen, K. (2015).The occupational well-being of school staff: Experiences and results from an action research project realized in Finland and Estonia in 2009–2014. University of Eastern Finland, Reports and Studies in Health Sciences, 16, 1- 102.
12. Fitch, R. I. G., Pedraza, Y. T. C., Sánchez, M. D. C. R. S., & Basurto, M. G. C. (2017). Measuring the Subjective Well-being of Teachers. Journal of Educational, Health and Community Psychology, 6(3), 25-59.
13. Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016).Building resilience in teacher education: An evidenced informed framework. Teaching and Teacher Education, 54, 77-87.
14. Masten, A. S., & Motti-Stefanidi, F. (2008). Understanding and promoting resilience in children: promotive and protective processes in schools. In T. Gutkin and C. Reynolds (Eds.), The handbook of school psychology (4th ed.). New York: Wiley.
15. Flores, J., Caqueo-Urízar, A., Escobar, M., & Irarrázaval, M. (2022). Well- Being and Mental Health in Teachers: The Life Impact of COVID-19. International Journal of Environmental Research and Public Health, 19(15371).
https://doi.org/10.3390/ijerph192215371.
16. Papazis, F., Avramidis, E., &Bacopoulou, F. (2022). Greek teachers' resilience levels during the COVID-19 pandemic lockdown and its association with attitudes towards emergency remote teaching and perceived stress. Psychology in the Schools, 10(22709). https://doi.org/10.1002/pits.227.
17. Wei, T. (2022). Understanding the relationships between teacher mindfulness, work engagement, and classroom emotions. Frontiers in Psychology, 13, 993857. https://doi.org/10.3389/fpsyg.2022.993857.
18. Jiang, L., Liao, M., & Ying, R. (2020). The relationship between loneliness, self-efficacy, and satisfaction with life in left-behind middle school students in China: Taking Binhai County of Jiangsu Province as an example. Best Evidence in Chinese Education, 6(2), 803-824. https://doi.org/10.15354/bece 20.or034.
19. Zhi, S. (2022). Psychological support for public-funded normal students engaged in teaching profession. International Journal of Mental Health and Psychiatry, 24(6), 884-900. https://doi.org/10.32604/ijmhp.2022.022
20. Sipeki, I., Vissi, T., & Túri, I. (2022). The effect of the Covid-19 pandemic on the mental health of students and teaching staff. Heliyon, 8, e09185. https://doi.org/10.1016/j.heliyon.2022.e09185.
21. Han, Y. (Jade), Chaudhury, T., & Sears, G. J. (2021). Does Career Resilience Promote Subjective Well-Being? Mediating Effects of Career Success and Work Stress. Journal of Career Development, 48(4), 338–353.
https://doi.org/10.1177/0894845319851875YMER
22. Rosenberg, M. (1965). Rosenberg Self-Esteem Scale (RSES) [Database record]. APA PsycTests. https://doi.org/10.1037/t01038-000
23. Lyubomirsky, S., & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social Indicators Research, 46(2), 137–155. https://doi.org/10.1023/A:1006824100041
24. Wagnild, G. M., & Young, H. M. (1993). Development and psychometric evaluation of the Resilience Scale. Journal of Nursing Measurement, 1(2), 165–178.
25. Veenhoven R. (2012). Happiness, also known as ‘life satisfaction’ and ‘subjective well-being, in Handbook of Social Indicators and Quality of Life Research, eds Land K. C., Michalos A. C., Sirgy M. J. (Dordrecht: Springer; ), 63–77.
26. Sagone, E., & De Caroli, M. E. (2014). A correlational study on dispositional resilience, psychological well-being, and coping strategies in university students. American Journal of Educational Research, 2(7), 463–471.
https://doi.org/10.12691/education-2-7-5.
27. World Health Organization. (2024). Promoting wellbeing. World Health Organization.
https://www.who.int/activities/promoting-well-being
28. Fletcher, D., Sarkar, M. (2013). Psychological resilience: A review and critique of definitions, concepts, and theory. European Psychologist, 18 (1) (2013), pp. 12-23, 10.1027/1016-9040/a000124
29. Sadati, A. K. B, Lankarani, M. H., & Bagheri Lankarani, K. (2020). Risk society, global vulnerability and fragile resilience; sociological view on the coronavirus outbreak. Advances in Shiraz E-Medical Journal. Advance online publication. https://doi.org/10.5812/semj.102263.
30. Djalante, R., Shaw, R., & DeWit, A. (2020). Building resilience against biological hazards and pandemics: COVID-19 and its implications for the Sendai Framework. Progress in Disaster Science, 6, 100080. https://doi.org/10.1016/j.PDISAS.2020.100080.