Development of mental health literacy of teachers
Subject Areas : Education
1 - Department of Educational Management, Islamic Azad University, Kazerun branch, Kazerun, Iran
Keywords: mental health literacy , teachers , grounded theory,
Abstract :
Abstract
Introduction: Teachers, as the most important element of the education process, play an essential role in recognizing, preventing and treating students' mental problems. In this regard, this research was conducted to provide a model of mental health literacy for secondary school teachers.
research methodology: the research was carried out in a qualitative way using the Grounded theory. The research participants were 23 experienced teachers who were selected by purposive sampling. The sample size was continued based on the rule of theoretical saturation until no new findings emerged. The research data was collected using semi-structured interview method and analyzed based on the Grounded theory coding by Strauss and Corbin method
Findings: The analysis of the results showed that the changes in the lifestyle of families, the professional requirement of teaching and changes in society are the causal factors of the mental health literacy model of teachers which is influenced by the background factors of teachers' knowledge and attitude about mental health and the intervening factors of school conditions and the view of the education organization. Strategies such as supporting mental health literacy improvement programs and implementing in-service training courses can be used Finally, improving the mental health literacy of teachers leads to the psychological well-being of teachers and students, well-being of education and social well-being (consequence)
Conclusion: Paying attention to contextual and intervening factors and using strategies will develop teachers' mental health literacy, and consequences such as academic and psychological well-being for learners will be realized.
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