Faculty of Business, Economics and Social Development, Universiti Malaysia Terengganu, Kuala Nerus 21030, Terengganu, Malaysia.
Faculty of Economics and Business, Universitas Informatika dan Bisnis Indonesia, Bandung 40285, West Java, Indonesia.
Int J Environ Res Public Health. 2021 Jul 8;18(14):7308. doi: 10.3390/ijerph18147308.
Nowadays, the issue of teachers' psychological well-being causes serious concern, especially in Malaysia. Many studies related to psychological well-being have focused on students rather than on the health and well-being of teachers. Thus, the current study investigated the determinants of psychological well-being (depression, anxiety and stress) from the psychosocial work environment (job control, job demands and social support), and examined the moderating role of job control and social support in the relationship between job demands and psychological well-being among teachers. The design of this study was quantitative research through a survey questionnaire. The sample consisted of 335 high school teachers (23.3%-male; 76.7%-female) who responded to measuring scales of job demands, job control, social support, depression, anxiety and stress, and socio-demographic profile. The data were analyzed using two statistical methods, namely descriptive and inferential statistics. The hierarchical linear regression model was used to analyze the data by assisting the statistical software, i.e., SPSS-23. The results showed that job demands, job control and social support significantly predicted teachers' psychological well-being. Furthermore, the effect of job demands on teachers' depression and anxiety was partially moderated by job control and social support. In conclusion, this study has successfully identified the significant predictors of teachers' psychological well-being and the role of job control and social support as a moderating variable to teachers' psychological well-being in Malaysia. The result provides insights and contributes to the literature of teachers' psychological well-being determinants and involves Malaysian respondents with a collectivistic eastern culture.
如今，教师的心理健康问题引起了人们的严重关注，尤其是在马来西亚。许多与心理健康相关的研究都集中在学生身上，而不是教师的健康和幸福感上。因此，本研究从社会心理工作环境（工作控制、工作要求和社会支持）出发，调查了教师心理健康（抑郁、焦虑和压力）的决定因素，并检验了工作控制和社会支持在工作要求与教师心理健康之间关系中的调节作用。本研究采用定量研究设计，通过问卷调查进行。样本由 335 名高中教师组成（23.3%为男性；76.7%为女性），他们对工作要求、工作控制、社会支持、抑郁、焦虑和压力以及社会人口统计学概况的测量量表做出了回应。数据采用描述性和推断性统计两种统计方法进行分析。使用分层线性回归模型，通过协助统计软件 SPSS-23 分析数据。结果表明，工作要求、工作控制和社会支持显著预测了教师的心理健康。此外，工作控制和社会支持部分调节了工作要求对教师抑郁和焦虑的影响。总之，本研究成功确定了教师心理健康的显著预测因素，以及工作控制和社会支持作为马来西亚教师心理健康的调节变量的作用。研究结果提供了新的见解，并为教师心理健康决定因素的文献提供了贡献，涉及具有集体主义东方文化的马来西亚受访者。
