The Relationship Between Mental Health and Spiritual Intelligence Among Primary School Teachers

K. Shateri, A. Hayat, Hamdollah Jayervand
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引用次数: 6

Abstract

Background: Teaching is a highly stressful occupation and teachers suffer from more mental health problems than other professions. Objectives : The current research was aimed to investigate the relationship between spiritual intelligence and mental health among primary school teachers. Methods: A descriptive correlation design was applied in this study. The statistical population consisted of all teachers working in primary schools of Darreshahr in Ilam province during 2016 - 2017 academic year (N = 430), from whom 203 people were selected randomly as a sample, applying Cochran’s sample size formula. Data were collected through spiritual intelligence self‐report inventory-24 (SISRI-24) and general health questionnaire (GHQ). The collected data were analyzed using Pearson correlation coefficient and regression analysis. Results: The results showed that the mean and standard deviation of mental health was 17.37 ± 9.32. In addition, findings indicated that the mean and standard deviation of spiritual intelligence and its components including critical existential thinking, personal meaning production, transcendental awareness, and conscious state expansion were 59.35 ± 12.88, 17.12 ± 4.22, 12.79 ± 3.50, 18.16 ± 4.98, and 11.26 ± 2.66, respectively. Furthermore, findings showed that there is a significant negative relationship between spiritual intelligence and mental health (- 0.43, P < 0.001). The results of the regression analysis showed that among the spiritual intelligence components, transcendental awareness (β = - 0.281, P < .001) and personal meaning production (β = - 0.244, P = 0.002) are better predictors for the teachers’ mental health. Conclusions: According to the results of the present study, a higher level of spiritual intelligence leads to higher level of teachers’ mental health. Therefore, it is recommended that education officials develop programs for training and enhancing teachers’ spiritual intelligence that, in turn, can lead to the improvement of the teachers’ mental health.
小学教师心理健康与精神智力的关系
背景:教学是一个压力很大的职业,教师比其他职业遭受更多的心理健康问题。目的:调查小学教师的精神智力与心理健康的关系。方法:采用描述性相关设计。统计人群包括2016-2017学年在伊拉姆省达雷沙尔小学工作的所有教师(N=430),其中203人采用Cochran样本量公式随机抽取作为样本。数据通过精神智力自我报告清单24(SISRI-24)和一般健康问卷(GHQ)收集。使用Pearson相关系数和回归分析对收集的数据进行分析。结果:心理健康的平均值和标准差为17.37±9.32。此外,研究结果表明,精神智力及其组成部分,包括批判性存在思维、个人意义产生、超越意识和意识状态扩展的平均值和标准差分别为59.35±12.88、17.12±4.22、12.79±3.50、18.16±4.98和11.26±2.66。此外,研究结果表明,精神智力与心理健康之间存在显著的负相关关系(-0.43,P<0.001)。回归分析结果表明,在精神智力成分中,先验意识(β=-0.281,P<.001)和个人意义产生(β=0.244,P=0.002)是教师心理健康的较好预测因子。结论:根据本研究的结果,精神智力水平越高,教师的心理健康水平越高。因此,建议教育官员制定培训和提高教师精神智力的计划,从而改善教师的心理健康。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
1.80
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0.00%
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12 weeks
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