Influence of Resilience & Psychological Well-being on Teacher’s Self-efficacy to be Mental Health Facilitators

Abstract

Background: Schools play a vital role in addressing and supporting mental health issues among children and adolescents. As frontline observers, teachers are crucial in identifying and assisting students with mental health concerns. However, limited understanding exists regarding how teachers’ psychological well-being and resilience influence their perceived efficacy to function as Mental Health Facilitators (MHFs). Aim: This study aimed to assess the psychological well-being and resilience of school teachers and their impact on perceived self-efficacy as MHFs. Design: A cross-sectional survey involving 404 primary, middle, and high school teachers was conducted in southern Karnataka, India. Measures included socio-demographic data, Connor-Davidson Resilience Scale (CD-RISC-25), Ryff’s Psychological Well-Being Scale–18 (RPWBS-18), and Gatekeeper Behavior Scale (GBS). Correlation and multiple regression analysis were applied to analyze the data. Results and conclusion: Results indicated moderate to high levels of psychological well-being and resilience among teachers. Adaptability/flexibility and hardiness components of resilience emerged as significant predictors of teachers’ preparedness, likelihood, and perceived self-efficacy as MHFs. Personal Growth and Self-acceptance components of psychological well-being were found to have a significant influence on the overall perceived self-efficacy of teachers to be MHFs.  Despite these findings, limitations in the study design and reliance on self-report measures are noted. Implications for policy and practice highlight the need for initiatives to promote teachers’ well-being and resilience, integrating mental health literacy training into teacher education programs, and fostering supportive work environments to empower them to be MHFs.