Development of a management model to address the impact of work-related stress on teachers’ mental well-being in South African primary schools

Abstract

Orientation: Work-related stress has deleterious effects on mental health, resulting in disorders such as anxiety, depression and increased absenteeism.

Research purpose: The purpose of this study was to develop a comprehensive management model that addresses work-related stress and enhances the mental well-being of primary school teachers in Gauteng, South Africa. The study is grounded on the Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment (PERMAH) model.

Motivation for the study: Learner achievement is inextricably linked to the well-being of teachers. Exploring how positive mental health constructs can boost teachers’ resilience can result in efficacious educational quality and student success.

Research approach/design and method: Confirmatory sequential mixed-method research design was used, with quantitative Phase 1 employing a structural equation model (SEM). The Work-Related Stress Questionnaire (WRSQ) was used to collect data, yielding a return rate of n = 251 and (n = 218) valid responses. Qualitative data Phase 2 comprised nine teachers selected purposively, using semi-structured interviews with open-ended questions. Thematic analysis was used to analyse the data.

Main findings: The quantitative findings demonstrated significant negative relationships between low social support, burnout and teachers’ mental well-being, accounting for 59% of the variance. The qualitative findings revealed themes of positive emotions, engagement, relationships, meaning, accomplishment and health.

Practical/management implications: This study serves as a buoy for the implementation of positive psychology principles and interventions in cultivating teachers’ mental well-being.

Contribution/value-add: The study’s contributions serve as a framework for the creation of evidence-based management interventions that improve teachers’ mental well-being.