Relationship between Psychological Distress and Teaching Efficacy of Indian Elementary School Teachers: A Moderated Mediation Model
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| Title: | Relationship between Psychological Distress and Teaching Efficacy of Indian Elementary School Teachers: A Moderated Mediation Model |
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| Language: | English |
| Authors: | Arnab Kundu (ORCID |
| Source: | Contemporary School Psychology. 2025 29(3):600-612. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Teaching Conditions, Psychological Patterns, Professional Autonomy, Teacher Effectiveness, Elementary School Teachers, Stress Variables |
| Geographic Terms: | India |
| DOI: | 10.1007/s40688-024-00526-3 |
| ISSN: | 2159-2020 2161-1505 |
| Abstract: | The main goal of this research was to investigate the complex relationships among school teachers' psychological distress, subjective happiness, workplace happiness, autonomy, and teaching efficacy using a moderated mediation analysis. A random cluster sampling procedure was used to select a total of 321 survey participants (187 male and 134 females) teaching in 100 different government-run elementary schools in India. Self-report questionnaires were used to gather data. Moderated mediation analysis was executed using the PROCESS Macro Model 8 so that the mediators and moderator could function together in the same model. It revealed the prevalence of an acute psychological distress issue among 27 percent school teachers. The average state of happiness and autonomy among them had also been poor. Empirical findings further showed that psychological distress had a significantly negative direct impact on teaching efficacy. Teachers' happiness (both subjective and workplace) had a significantly negative partial mediation in the association between their psychological distress and teaching efficacy. Autonomy had a negative yet significant moderation on the above three relationship paths between distress and efficacy. In educational settings, understanding these relationship dynamics can lead to more targeted and effective strategies to improve teaching efficacy and overall teacher well-being. It evidenced that promoting happiness and autonomy among teachers is crucial for maintaining good teaching efficacy even in stressful environments. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489977 |
| Database: | ERIC |
| Abstract: | The main goal of this research was to investigate the complex relationships among school teachers' psychological distress, subjective happiness, workplace happiness, autonomy, and teaching efficacy using a moderated mediation analysis. A random cluster sampling procedure was used to select a total of 321 survey participants (187 male and 134 females) teaching in 100 different government-run elementary schools in India. Self-report questionnaires were used to gather data. Moderated mediation analysis was executed using the PROCESS Macro Model 8 so that the mediators and moderator could function together in the same model. It revealed the prevalence of an acute psychological distress issue among 27 percent school teachers. The average state of happiness and autonomy among them had also been poor. Empirical findings further showed that psychological distress had a significantly negative direct impact on teaching efficacy. Teachers' happiness (both subjective and workplace) had a significantly negative partial mediation in the association between their psychological distress and teaching efficacy. Autonomy had a negative yet significant moderation on the above three relationship paths between distress and efficacy. In educational settings, understanding these relationship dynamics can lead to more targeted and effective strategies to improve teaching efficacy and overall teacher well-being. It evidenced that promoting happiness and autonomy among teachers is crucial for maintaining good teaching efficacy even in stressful environments. |
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| ISSN: | 2159-2020 2161-1505 |
| DOI: | 10.1007/s40688-024-00526-3 |
