Volume 7, Issue 4 (12-2024)
Iranian Journal of Educational Sociology 2024, 7(4): 186-194 |
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Vashghani Farahani M R, Mohammad Davoodi A H, Mohammadkhani K, Jamali A. (2024). Identifying Components for Promoting Mental Health of Teachers in Exceptional Schools of Tehran. Iranian Journal of Educational Sociology. 7(4), 186-194. doi:10.61838/kman.ijes.7.4.19
URL: http://iase-idje.ir/article-1-1456-en.html
URL: http://iase-idje.ir/article-1-1456-en.html
Mohammad Reza Vashghani Farahani1 
, Amir Hossein Mohammad Davoodi2 , Kamran Mohammadkhani3 , Akhtar Jamali4
, Amir Hossein Mohammad Davoodi2 , Kamran Mohammadkhani3 , Akhtar Jamali4
1- PhD Student, Department of Educational Management, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2- Assistant Professor, Department of Educational Management, Saveh Branch, Islamic Azad University, Saveh, Iran.
3- Associate Professor, Department of Higher Education Management, Science and Research Branch, Islamic Azad University, Tehran, Iran.
4- Assistant Professor, Department of Educational Management, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2- Assistant Professor, Department of Educational Management, Saveh Branch, Islamic Azad University, Saveh, Iran.
3- Associate Professor, Department of Higher Education Management, Science and Research Branch, Islamic Azad University, Tehran, Iran.
4- Assistant Professor, Department of Educational Management, Science and Research Branch, Islamic Azad University, Tehran, Iran.
Abstract: (675 Views)
Purpose: The objective of this study was to identify the key components necessary for promoting mental health among teachers in exceptional schools in Tehran. This research aimed to develop a comprehensive understanding of the factors contributing to mental health in this unique educational setting and to provide insights that can inform future interventions and support systems.
Methodology: An exploratory study design employing thematic analysis was used to achieve the research objective. Participants included university faculty members with expertise in mental health, selected through purposive and snowball sampling methods. Data collection involved semi-structured interviews and content analysis of relevant documents from scientific databases. The data were analyzed using an inductive thematic approach to identify organizing themes and their associated dimensions and components.
Findings: The analysis revealed several key components essential for promoting mental health among teachers in exceptional schools. These included knowledge and awareness, self-efficacy, mind management, quality of life, independence, environmental mastery, moral character, positive feelings, and productivity. Each of these components was found to significantly impact the mental health and well-being of teachers, highlighting the need for targeted interventions and comprehensive training programs.
Conclusion: The study underscores the complexity of mental health among teachers in exceptional schools and the effectiveness of targeted interventions in addressing their unique challenges. By focusing on the identified components, educational systems can create supportive environments that foster both teacher and student well-being. The findings provide a foundation for developing comprehensive mental health programs and highlight the importance of ongoing research and collaboration to support teachers in exceptional schools.
Methodology: An exploratory study design employing thematic analysis was used to achieve the research objective. Participants included university faculty members with expertise in mental health, selected through purposive and snowball sampling methods. Data collection involved semi-structured interviews and content analysis of relevant documents from scientific databases. The data were analyzed using an inductive thematic approach to identify organizing themes and their associated dimensions and components.
Findings: The analysis revealed several key components essential for promoting mental health among teachers in exceptional schools. These included knowledge and awareness, self-efficacy, mind management, quality of life, independence, environmental mastery, moral character, positive feelings, and productivity. Each of these components was found to significantly impact the mental health and well-being of teachers, highlighting the need for targeted interventions and comprehensive training programs.
Conclusion: The study underscores the complexity of mental health among teachers in exceptional schools and the effectiveness of targeted interventions in addressing their unique challenges. By focusing on the identified components, educational systems can create supportive environments that foster both teacher and student well-being. The findings provide a foundation for developing comprehensive mental health programs and highlight the importance of ongoing research and collaboration to support teachers in exceptional schools.
Keywords: Mental health, teachers, exceptional schools, thematic analysis, self-efficacy, knowledge and awareness, mind management, quality of life, independence, environmental mastery, moral character, positive feelings, productivity
Type of Study: Research Article |
Subject:
Special
Received: 2024/06/10 | Accepted: 2024/08/12 | Published: 2024/11/6
Received: 2024/06/10 | Accepted: 2024/08/12 | Published: 2024/11/6
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