Improving teacher mental health through work meaningfulness: Counselling program implications

This research examines how deriving meaningfulness from work relates to teachers' mental health, particularly in light of the challenges inherent in the teaching profession. As part of a mixed-methods design, the study collected quantitative data from 928 teachers in 15 schools throughout East Java, Indonesia, employing the Work and Meaning Inventory and the Brief Mental Health Inventory-12 (MHI-12). Semi-structured interviews with nine purposively selected teachers provided qualitative insights into their experiences and perceptions. Data triangulation ensured the validity and robustness of the findings. Analysis outcomes show a notable correlation between perceived meaningfulness and psychological well-being, backed by solid statistical validation. Strategies such as valuing educational roles, commitment to responsibilities, and engagement in personal growth were pivotal in cultivating work-related meaningfulness. These findings highlight the potential for enhancing teacher mental health by fostering a profound sense of professional purpose and offer valuable contributions to educational guidance and counselling, outlining practical approaches to support teachers in managing psychological burdens.