Globally, restructuring and reformation of the education system have led to growing stress to perform among teachers. Assessing psychological well-being is vital to enhancing personal growth and mental wellness in the teaching-learning process. The current study aimed to understand the subjective perspectives on perceived barriers to psychological well-being among secondary school teachers. A consensual qualitative research method was applied in this study. Data was collected through in-depth, semi-structured interviews. To understand the participants' narrative perspectives better, in-depth interviews were utilized to examine the meaning of their experiences, beliefs, and values. Through purposive sampling, seven secondary school teachers were recruited. The collected data were analyzed using an open coding process to derive themes from the participants. Seven themes emerged from the study: negative parents' and students' attitudes, managerial responsibilities, inadequate school facilities, unsupportive colleagues, poor self-management, poor reputed teaching profession, and discouraging teaching experiences. The study highlighted the practical alternative to enhance teachers' psychological well-being, mental health management, and psychotherapy practice. Future research was also discussed in this study.
Anderson, C. A., Leahy, M. J., DelValle, R., Sherman, S. and Tansey, T. N., (2014). Methodological application of multiple case study design using modified consensual qualitative research (CQR) analysis to identify best practices and organizational factors in the public rehabilitation programme. Journal of Vocational Rehabilitation, 41, 87-98. https://doi.org/10.3233/JVR-140709
Bell, P. B., Summerville, M. A., Nastasi, B. K., Patterson, J. & Earnshaw, E. (2014). Promoting psychological well-being in an urban school using the participatory culture-specific intervention model. Journal of Educational and Psychological Consultation, 25 (2–3), 72-89. https://doi.org/10.1080/10474412.2014.929955
Bradley, C., Cordaro, D. T., Zhu, F., Vildostegui, M., Han, R. J., Brackett, M., & Jones, J. (2018). Supporting improvements in classroom climate for students and teachers with the four pillars of well-being curriculum. Translational Issues in Psychological Science, 4 (3), 245–264. https://doi.org/10.1037/tps0000162
Braun, V., Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. https://doi.org/10.1191/1478088706qp063oa
Brouskeli, V., Kaltsi, V., & Loumakou, M. (2018). Resilience and occupational well-being of secondary education teachers in Greece. Issues in Educational Research, 28 (1), 43-60.
Brun, J. P., & Dugas, N. (2008). An analysis of employee recognition: Perspectives on human resources practices. The International Journal of Human Resource Management. https://doi.org/10.1080/09585190801953723.
Chan, S. L., Assim, M. I. S. A., & Lim, F. P. (2021). Contributor Factors for Psychological Well-Being: A Qualitative Study of Teachers' Perspective in Malaysia. International Journal of Academic Research in Business and Social Sciences, 11(17), 166–175. http://dx.doi.org/10.6007/IJARBSS/v11-i17/11399
Cimen, I., & Ozgan, H. (2018). Contributing and damaging factors related to the psychological capital of teachers: A qualitative analysis. Issues in Educational Research, 28 (2), 308.
Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: SAGE
Dennis, M. M., Fraide, A. G., Ronnel, B. K., Alexandre, J.S. M., & Herbert, W. M. (2015). Teachers' commitment and psychological well-being: implications of self-beliefs for teaching in Hong Kong. Educational Psychology, 35 (8), 926-945. https://doi.org/10.1080/01443410.2014.895801
(n.a.). Global Education Census Report 2018. Cambridge Assessment International Education Shaftesbury Road, Cambridge CB2 8EA, United Kingdom, 2018. Print.
Guion, R. M. (2002). Validity and reliability. In S. G. Rogelberg (Ed.), Blackwell handbooks of research methods in psychology. Handbook of research methods in industrial and organizational psychology (pp. 57–76). Blackwell Publishing.
Gustem-Carnicer, J., & Calderon, C. (2013). Coping strategies and psychological well-being among teacher education students. European Journal of Psychology of Education, 28, 1127-1140. https://doi.org/10.1007/s10212-012-0158-x
Gustems, J., & Calderon, C. (2014). Character strengths and psychological well-being among students of teacher education. International Journal of Educational Psychology, 3(3), 265-286. https://doi.org/10.4471/ijep.2014.14
Hargreaves, L., Cunningham, M., Everton, T., Hansen, A., Hopper, B., McIntyre, D., Maddock, M., Mukherjee, J., Pell, T., Rouse, M., Turner, P., & Wilson, L. (2006). The status of teachers and the teaching profession: views from inside and outside the profession: interim findings from the teacher status project. Research Report 755. London: DfES.
Hargreaves, L., Cunningham, T., Hansen, A., McIntyre, D., Oliver, C. & Pell, T. (2007). The status of teachers and the teaching profession in England: views from inside and outside the profession final report of the teacher status project. Research Report 831A. London: DfES.
Heidmets, M., & Liik, K. (2014). School Principals' Leadership Style and Teachers' Subjective Well-Being at School. Problems of Education in the 21st Century, 62, 40-50.
Hill, C.E. (ed.) (2012). Consensual qualitative research: A practical resource for investigating social science phenomena. Washington DC: American Psychological Association.
Hill, C. E., and Knox, S. (2021). Essentials of Consensual Qualitative Research. Washington DC: American Psychological Association.
Hooftman, W. E., Mars, G. M. J., Janssen, B., de Vroome, E. M. M., & van den Bossche, S. N. J. (2015). Nationale Enquête Arbeidsomstandigheden 2014. Methodologie en globale resultaten [National Survey Working Conditions 2014. Methodology and global results] (Research Report No. 525236). http://publications.tno.nl/publication/34616775/NPtzyl/hooftman-2015-nationale.pdf
Ibrahim, N. B., Hamzah, N. H., Ibrahim, N. S., Fauzi, M. N. Z., Zukri, M. S., Rosla, N., Azuha, N. Z. Z., & Azhar, A. S. (2021). The influential factors affecting occupational stress: A study among secondary school teachers in Kelantan. Proceedings of International Conference on Language, Education, Humanities &Social Sciences (i-LEdHS2021), 49-56.
Ibrahim, R. Z. A. R., Zalam, W. Z. M., Foster, B., Afrizal, T., Johansyah, M. D., Saputra, J., Bakar, A. A., Dagang, M. M., Ali, S. N. M. (2021). Psychosocial Work Environment and Teachers' Psychological Well-Being: The Moderating Role of Job Control and Social Support. International Journal of Environmental Research and Public Health, 18, 7308. https://doi.org/10.3390/ijerph18147308
Jeon, L., Buettner, C. K., & Grant, A. A. (2018). Early childhood teachers' psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Early education and development, 29 (1), 53-69. https://doi.org/10.1080/10409289.2017.1341806
Jeon, H. J., Kwon, K. A., Walsh, B., Burnham, M. M., & Choi, Y. J. (2019). Relations of early childhood education teachers' depressive symptoms, job-related stress, and professional motivation to beliefs about children and teaching practices. Early education and development, 30 (1), 131-144. https://doi.org/10.1080/10409289.2018.1539822
Keyes, C. L. M., Shmotkin, D., & Ryff, C. D. (2002). Optimizing well-being: The empirical encounter of two traditions. Journal of Personality and Social Psychology, 82 (6), 1007-1029.
Kun, A., & Gadanecz, P. (2022). Workplace happiness, well-being, and their relationship with psychological capital: A study of Hungarian Teachers. Current Psychology, 41, 185-199. https://doi.org/10.1007/s12144-019-00550-0
Leow, K., Cheng, E. L., & Leow, S. (2020). Job Satisfaction and Mental Well-being among High School Teachers in Malaysia. Jurnal Psikologi Malaysia, 34 (3), 128-139.
Luthans, F., & Youssef-Morgan, C. M. (2017). Psychological capital: An evidence-based positive approach. Annual Review of Organizational Psychology and Organizational Behavior, 4, 339-366. https://doi.org/10.1146/annurev-orgpsych-032516-113324
Malik, N. A. A., Bjorkqvist, K., & Osterman, K. (2017). Factors associated with occupational stress among university teachers in Pakistan and Finland. Journal of Educational, Health, and Community Psychology, 6 (2), 1-14.
Mikus, K., & Teoh, K. R. H. (2022). Psychological capital, future-oriented coping, and the well-being of secondary school teachers in Germany. Educational Psychology, 42(3), 334-353. https://doi.org/10.1080/01443410.2021.1954601
Milatz, A., Luftenegger, M., & Schober, B. (2015). Teachers' relationship closeness with students as a resource for teacher well-being: A response surface analytical approach. Frontiers in Psychology, 6, 1949.
Molero, P. P., Ortega, F. Z., Jimenez, J. L. U., & Valero G. G. (2019). Influence of emotional intelligence and burnout syndrome on teachers well-being: A systematic review. Social Sciences, 8, 185. https://doi.org/10.3390/socsci8060185
Musa, N. A., Moy, F. M., Wong, L. P. (2018). Prevalence and factors associated with poor sleep quality among secondary school teachers in a developing country. Industrial Health, 56 (5), 407–418. https://doi.org/10.2486/indhealth.2018-0052
Othman, Z., & Sivasubramaniam, V. (2019). Depression, anxiety, and stress among secondary school teachers in Klang, Malaysia. International Medical Journal, 26 (2), 71-74.
Rajesh, C., Ashok, L., Rao, C. R., Kamath, V. G., Kamath, A., Sekaran, A. C., Devaramane, V., Swamy, V. T. (2022). Psychological well being and coping strategies among secondary school teachers: A cross sectional study. Journal of Education and Health Promotion, 11, 1-7. https://doi.org/10.4103/jehp.jehp_1248_21
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069–1081. https://doi.org/10.1037/0022-3514.57.6.1069
Sadick, A.-M., & Issa, M. H. (2017). Occupants' indoor environmental quality satisfaction factors as measures of school teachers' well-being. Building and Environment, 119, 99-109. http://dx.doi.org/10.1016/j.buildenv.2017.03.045
Sezer, F. (2022). The Role of Social Support and Lifestyle in Pre-Service Teachers' Psychological Well-Being. Educational Policy Analysis and Strategic Research, 17 (2), 226-245. https://doi.org/10.29329/epasr.2022.442.10
Schonfeld, I. S., Bianchi, R., & Luehring-Jones, P. (2017). Consequences of job stress for the psychological well-being of teachers. Educator Stress: An Occupational Health Perspective. USA: Springer International Publishing.
Schuman, D. (1982). Policy analysis, education, and everyday life. Lexington, MA: Heath.
Schreuder, E. L. van Heel, R. Goedhart, E. Dusseldorp, J.M. Schraagen, A. Burdorf (2015). Effects of newly designed hospital buildings on staff perceptions: a pre-post study to validate design decisions. Health Environ. Res. Des. J. 8 (4) 77e97.
Shirley, D., Hargreaves, A., & Washington-Wangia, S. (2020). The sustainability and unsustainability of teachers' and leaders' well-being. Teaching and Teacher Education, 92, 1-12. https://doi.org/10.1016/j.tate.2019.102987
Soini, T., Pyhalto, K. & Pietarinen, J. (2010). Pedagogical well-being: reflecting learning and well-being in teachers' work. Teachers and Teaching, 16 (6), 735-751. https://doi.org/10.1080/13540602.2010.517690
Split, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher well-being: the importance of teacher-student relationships. Educational Psychology Review, 23, 457-477.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Grounded theory procedures and techniques. London, UK: Sage Publications.
Tang, J. J., Leka, S., & MacLennan, S. (2013). The psychosocial work environment and mental health of teachers: A comparative study between the United Kingdom and Hong Kong. International Archives of Occupational and Environmental Health, 86, 657–666. https://doi.org/ 10.1007/s00420-012-0799-8
Thomas, K. P., Kumar, S., & Pavitar Parkash Singh. (2020). Psychological Well-Being and Quality of Worklife of The School Teachers During the Covid-19 Situation. European Journal of Molecular & Clinical Medicine, 7 (7), 6309-6316.
Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review, 73 (1), 71-97. https://doi.org/10.1080/00131911.2019.1705247
Virtanen, T. E., Vaaland, G. S., & Ertesvag, S. K. (2019). Associations between observed patterns of classroom interactions and teacher well-being in lower secondary school. Teaching and Teacher Education, 77, 240-252.
Wilson, J. M., Weiss, A., & Shook, N. J. (2020). Mindfulness, self-compassion, and savoring: Factors that explain the relation between perceived social support and well-being. Personality and Individual Differences, 152, 109-568.
https://doi.org/10.1016/j.paid.2019.109568
Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom proceses, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86 (4), 981-1015. https://doi.org/10.3102/0034654315626801
