Factors influencing mental health improvements in school teachers.

Abstract

OBJECTIVE:To identify changes in work-related psychological attitudes that influence mental health improvement in school teachers after participation in a psychological group program. METHODS:In an exploratory study with N = 544 matched cases we combined a screening instrument for general mental health (GHQ) with measures of work-related behavioral and experiential patterns (AVEM). We compared four GHQ change types pre and post intervention with regard to their performance on eleven sub-scales that figure as professional resources. Factors that showed significant relative changes and thus (likely) contributed to improved health status were identified by means of pairwise t-tests and corresponding effect sizes. RESULTS:Decreases in willingness to work to exhaustion (VB), in striving for perfection (PS), and in the tendency for resignation in the face of failure (RT), as well as an increase of distancing ability (DF) and of inner calm and balance (IR) appear to be the main factors influencing health improvement in the intervention. Simultaneously, an increase of satisfaction with life (LZ) is observed. CONCLUSIONS:The balanced use of professional resources is a critical ingredient in maintaining teachers' health. Adjusting the balance between commitment and resistance through factors found in this analysis help teachers in maintaining and strengthening resilience. The coaching program addresses these factors by focusing on personal attitudes and good interpersonal relationships in the school environment.