1

Project

Research Report Writing

Group Number: 06

Iman Farooq (S2020381011)

Hamza Razzaq (s2020381042)

Saliha Moazzam(S2020381013)

Seerat (S2020381040)

Supervisor

Musheeb Pervez 

---

Department of Clinical Psychology

School of professional psychology

University of Management and Technology

Lahore
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Contributions

All the group members contributed equally

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Social Support, Self-esteem, and Mental Health Problems in School Teachers

Introduction

Education not only serves as a ladder of opportunities but also leaves the

imprints of scholars over which their followers are poised to follow their footsteps and

nothing is as powerful as the human touch with education. In a completely rational

society, the most important members would be teachers because their professionalism

affects the fate of the universe. School teachers contribute to the stability of society and

development of the future generations. They have essential duties concerning

qualification and education of students. They act as a bridge between students, school

management and their parents. That is why; their mental health plays a vital role in the

survival of generations. People consider that teachers may possess better mental health

as compared to other populace. Social support from coworkers, peers, friends and

family members has been identified as a way to reduce detrimental effects of the

environment or work stressors and promotes better mental health among teachers.

Mental health of teachers is an important concern in regard to establishing a

positive environment and it can boost the self-esteem, confidence and work efficacy of

teachers in school. By good mental health, they nourish students in a better way,

whereas mental health problems lead toward the threats that endanger professional

competence. Teachers may seem as healthy individuals of society but there are a lot of

stress factors that may lead to mental health problems, low self-esteem, and low

confidence in teachers. Among professionals, teachers exhibit one of the highest levels
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of job stress and burnout in the job (Hakanen et al., 2006; Stoeber & Rennert, 2008).

Mental health problems are behavior, thoughts and emotions that affect different areas

like school, work, social and family interaction. This study is conducted to identify

factors that affect mental health and self-esteem of teachers because emotional

stability of teachers is very significant in any education system.

Social support is an inclusive construct that aims to portray the network of social

resources that a person perceives. The social support that a person receives is

embedded in the concepts of his life experiences and decisions (Zhou, 2014). This social

support to teachers is more beneficial if it is coming from the close relations e.g., family,

spouse, colleagues, principal, peers, supervisor and friends (Desombre, Delaval & Jury,

2021). There are many forms of social support that are necessary to have at various

points in one’s life e.g., emotional support, belonging support, tangible support and self-

esteem (Zhou, 2014). Emotional support is often defined as a need for help, comfort,

safety and security that a person feels in stressful times, which leaves him/her with a

sense that he is being cared for by others (Atoum & Al-Shoboul, 2018). This support is of

great importance especially for teachers, who as being in one of the most demanding

professions, often do not even recognize that they are in need of emotional support

(Easter, 2021).

A sense of belonging is also associated with this social support. It gives teachers

a sense that they are needed, respected, loved and belonged to the people that give

such support. It also enriches them with a sense of competence (Kachchhap & Horo,

2021). Tangible support is the provision of material and financial resources to the
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teachers. This support motivates and encourages any person to do better in his/ her job

(Stupinski, 2020). Affirmational support is most important for teachers as it increases

their self-esteem, motivates them and inspires them to teach (Faith, 2021). In case of no

social support (social isolation), a person’s self-esteem is decreased and he/she

automatically becomes more vulnerable to loneliness, stress and depression (Prince et

al., 1997).

The concept of self-esteem should be highlighted to the teachers because it

makes them understand their worthiness and evaluate their competencies in order to

perform their model role to their best. Self-esteem is the opinion or judgment people

hold about themselves. It’s the extent to which we perceive ourselves as capable human

beings and worthwhile (Coopersmith, 1967). There are various types of self-esteem.

These are used to define people's view of themselves, their potential and may act as

determinants of excellence in their life.

High self-esteem helps people to believe in their own capability and autonomy to

do things on their own. It helps them to think their ideas, feelings, and opinions have

worth. Rogers (1969) showed that when teachers demonstrate high self-esteem in their

daily teaching, they could generate high self-esteem in the students as well. In school

teachers, positive feelings of self-esteem have been shown to increase teachers’

confidence and success in their profession. Competence self-esteem refers to how good

teachers’ abilities are and its direct effect on students’ self-esteem. Research confirmed

that students’ achievement could be impacted either positively or negatively by the

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competency of teachers. Only the competent teachers are able to bring in the desired

changes in their students (Babu & Mendro, 2003).

Teachers may have over high self-esteem, which is called inflated self-esteem. It

enables them to think of themselves as better than students and they are always ready

to underestimate their students. Teachers with inflated self-esteem do not have the

ability to listen to students and they always try to hide their incompetence. Whereas

teachers with low self-esteem tend to have low levels of confidence, which made them

feel less sure of their abilities and unmotivated to try novel things because they did not

believe that they could reach their goals. Teachers with low self-esteem were

more vulnerable to struggle with mental health problems. Empirical studies over the last

15 years indicated that low self-esteem played a significant role in the development of a

variety of psychological or mental disorders (Hepper, 2016).

Workplace stress and stressor strain relationship has been prominent since

1970’s and workplace stress in any profession has been associated with poor job

commitments, negative worker attitudes, absenteeism and mental illness. Teacher

stress can be described as “the experiences by which teachers came across negative

emotions such as anger, anxiety, distress, tension, frustration and depression are caused

by unpleasant aspects of their work as a teacher”. Anxiety narrated as a transitory state

in which individuals feel threatened, apprehensive, tense, and worried (Julian, 2011).

Depression is briefed as feelings of guilt, worthlessness, helplessness, hopelessness, loss

of appetite, depressed mood, or disturbed sleep (Radloff, 1977). In a study by Melchior

et al. (2007), exposure to work environment stressors led to adverse psychological

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consequences e.g., anxiety and depression among healthy young workers (Eysenck,

Payne, & Santos, 2006).

With the increasing unemployment and changing socio economic scenario,

different professionals like teachers have undergone a drastic increase in personal and

professional demands that adversely affects their mental health ( Gorsy, Panwar,&

Sandeep Kumar, 2015). Thomas et al. (2022) investigated the occupational stress and

mental health problems among secondary school teachers. The results revealed

different determinants in school teachers e.g., individual attributes (low self-esteem,

cognitive/emotional immaturity, and difficulties in communication), social

circumstances (loneliness, bereavement, neglect, family conflict, exposure to

violence/abuse, low income and poverty, work stress/load and unemployment) and

environmental factors (poor access to basic services, injustice & discrimination and

social & gender inequalities) which make them more prone to psychological distress,

occupational stress, anxiety, and depression.

With previous studies, it can be identified that teaching has been proven a

demanding and stressful profession due to various physical and mental challenges. The

current need is to prioritized teacher’s social support, self-esteem and occupational

mental health problems. By summarizing the introduction of this research study, we can

conclude how important social support is for teachers and how social support along

with self-esteem enhance work productivity and reduce their vulnerability towards

various mental health problems.

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Implications

The present study will be able to highlight the importance of social support and

self-esteem to teachers and how these factors subsequently enhance the mental health

of school teachers. Through this research, our targeted population will get awareness of

how their mental health is affected by these factors. Moreover, this research work will

point out findings that can open up different perspectives for new researchers to do

research. In Pakistan, the population that we have intended to work on is one of the

most neglected populations by researchers.

At national level, during hiring of school teachers, if the mental health of

candidates is also taken into account, it will highlight factors that could determine their

future work efficacy and competency, beforehand. This research will also set the basis

of a new, improved and better pedagogy, which can not only increase the popularity of

those institutes who will adopt it but will also improve the academic performance of

students. Proper workshops in the educational system would be conducted, because

self-esteem importance and social support benefits are factors that are not highlighted

and are even ignored in our society at all.

Furthermore, due to the limited and inconsistent findings, further studies need

to be conducted for awareness, which will increase the insight of people regarding this

issue and will contribute to the literature of teacher’s social support, self-esteem and

mental health problems determinants in the context of Pakistan. Clinical psychologists

will also be able to manage the mental health problems in school teachers by keeping in
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view that social support and self-esteem could also be the reason behind such issues. It

will also guide towards making the most suitable intervention plan for school teachers.

Aim

To investigate the relationship between social support, self-esteem and mental health

problems in school teachers.

Objectives

● To explore the association between social support and self-esteem in school

teachers.

● To find out the impact of social support on the mental health of school teachers.

● To find out the relationship between self-esteem and mental health problems in

school teachers.

● To explore the gender differences in social support, self-esteem and mental health

problems in school teachers.

● To explore the differences between the social support, self-esteem and mental

health problems in urban and rural school teachers.

Operational Definition

Social Support. Cobb (1976) defined the term social support as the knowledge,

which leads a person to believe that he/she is being cared for, loved, esteemed and a

member of a system of mutual obligations.

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Self-Esteem. It can be defined as the sense of value or worth a person has for

himself. It is the extent to which an individual values, approves, appreciates, prizes, or

likes himself or herself. In 1965, Rosenberg defined self-esteem as a factor that guides a

favorable or unfavorable attitude of a person toward his/her self (Sharma, 2014).

Mental Health Problems. The World Health Organization (WHO, 2022) defined

the term mental health problems as the disturbances in the mental health of a person,

which are usually characterized by some combination of troubled thoughts, emotions,

behaviors and relationships with others. These problems also interfere with the ability

of an individual to cope with the normal stresses of life and unable a person to

contribute to his or her community.

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Literature Review

Psychological well-being or mental health problems among teachers has turned

into a rising issue in many countries (Sheffield Dobbie, & Carroll, 1994). However, most

studies in school settings have been on understudies rather than on the mental health

problems and psychological well-being of teachers. Iqbal (2015) conducted a research

on teachers in Pakistan N= 170 (Men=112, Women= 58) which revealed that

organizational support (a form of social support) has a significant relationship with

employee retention in that organization for a longer time. It was also found that this

support works as a psychological empowerment, which acts as a reinforcer, that ensures

employee retention. However, Rajakala and Kumar (2015) concurred social support and

job satisfaction among teachers in India, with a sample of 382 teachers (Men=70,

Women=312) that were working in both rural and urban schools. The study revealed

that social support that a teacher got from the spouse and the tangible support

(income) that he/she got were positively related to higher job satisfaction of teachers.

Researches indicated that teachers, just like other humans, also experienced

many situations in their everyday life. Nevertheless, unlike others, they had to bear it

and continue to perform their jobs. Emotional appraisal is defined as a process in which

a person’s cognitions about different events predict their emotional reactions to those

events. However, reappraisal is a dynamic process of changing the manner of one is

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thinking about different events and their relation to the self. It might also change the

emotional reactions that the person experienced in that event. In the case of teacher

emotions within the context of teachers’ appraisals, their way of seeing different events

was highly impacted by their previous unresolved emotions. It was found that if positive

and necessary social support was given at this point, then with reappraisal, it could save

the teachers from experiencing more emotional turmoil and stress in future, which may

automatically increase their self-esteem and could even simultaneously made them less

vulnerable to several mental health problems (Holmstrom, 2015).

Social support is the belief that others were available to sympathize emotionally

or provide practical assistance when they were needed in their thick and thin. Different

researchers inferred that social support polish an individual’s ability to adapt to the

changes by facing the challenges of life and to cope or manage stress within the crisis

(Lepore et al., 1991; Hunter, 1989; Johnson & Indvik, 1990; Cobb, 1976). Russell et al.

(1987) narrated that lower levels of teacher stress were associated with higher levels of

social support from colleagues. The evidence declared that increasing social support to

teachers could be an effective strategy to reduce detrimental effects and helpful in

coping with stress, psychological distress, anxiety and depression.

Nixon et al. (2011) reported that teacher stress levels could be measured

according to individual differences as gender impacts different aspects. Ferguson, Mang

and Frost (2017) represented that “Women unlikely men reported to experience more

stress related to having insufficient time to spend with their own children; for

recreational pursuits; for caregiving family and friends”. Another study dealing
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specifically with teachers, Burke and Greenglass (1996) reported that support from

family and friends had the same impact on burnout and work stress for both men and

women. In prior research (Ferguson, Mang and Frost, 2017), it was found that gender

did not correlate with stress or the perceived stigma of stress.

Social support has often been considered as a by-product of the social dimension

of a professional's lifestyle, which is especially related with their mental health. In the

workplace environment, depression among employees can be minimized by support

because they can defend themselves against the adverse effects of life competencies

and job efficacy. The social support provided from the supervisors and employment

management support could reduce professional’s depression in Japan whereas in the

context of the education sector in Malaysia, it seemed that teachers with low social

support would be more likely to have high depression and psychological distress. A

report from the National Institutes of Health (NIH) has revealed that 2.3 percent

employed adults are mainly suffering from depression and 4.4 percent of the teachers

were experiencing moderate psychological stress due to their comprehensive

professional demands (Agyapong et al., 2022). Similarly, Chen et al. (2009) described

that social support in terms of teachers acts as a moderator in the relationship between

job stress and depression.

It was found that self-esteem needs are the basis for human desire and we all

have to be accepted and valued by others. If a person is not able to accomplish self-

esteem needs, it can cause mental health issues. A psychologist Mark Leary who

developed the Sociometer theory (1995) in order to explain the function and nature of
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self-esteem emphasizes this concept (Leary & Baumeister, 2000). This theory states that

self-esteem monitors the degree of social acceptance that a person enjoys from his

social circle and alerts himself to any threats from belonging that might arise.

Self-esteem refers to the need for respect and self-confidence. In a person’s life,

either he participates in activities personally or professionally that give him a sense of

accomplishment. Abraham Maslow, an American psychologist who included self-esteem

in his hierarchy of human needs (Maslow, 1943), explained this phenomenon. He

described self-esteem into two different forms. Firstly, the need for self-respect in the

form of self-love, self-confidence, aptitude or skill and secondly the need for respect

from others in the form of success, recognition, and admiration. According to Maslow,

the healthiest expression of self-esteem is the one, which manifests in the respect we

deserve for others more than fame and renown.

In order to explain the prevalence of mental health issues in school teachers, a

research conducted on 59 teachers from 3 north central school districts and 33 teachers

from one institutional school setting. They filled the Coopersmith Self-esteem Inventory

(Coopersmith, 1967). Beck's Depression Scale, (Beck, A.T., 1961), Staff Burnout Scale for

Mental Health Professionals and Stress Profile for teachers (Maslach, C.1981). Analysis

of variance for teaching level in primary school and high school by gender showed those

teaching high classrooms in primary school experienced more burnout and stress than

did high school teachers. In the institutional setting, women scores were higher as

compared to the men’s primary school teachers were. Burnout scores were also

significantly higher for female high school teachers than for both female and male
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primary school teachers; however, scores on stress were significantly higher for male

high school teachers than for both male primary school teachers and female high school

teachers.

By summarizing the literature review of this research study, we could conclude

that there is a difference in between the social support, self-esteem and mental health

problems in urban and rural school teachers. Similarly, gender differences also exist in

terms of social support, self-esteem and mental health problems in school teachers.

Lastly, it is also assured that the variable under study does have significant impact on

the selected population but it is not researched to its deserved level neither in the west,

nor in Pakistan.

Rationale

Rationale of conducting this research is to explore factors that affect the health

of school teachers. As school teachers are the most important component of our society

which not only leads the future generation but is also the key asset of any developed

and successful nation, still their mental health has never been the part of discussion in

our country. Relating to different previous studies, we want to expand the current

knowledge base of concerning fields by understanding the relationship among the social

support, self-esteem and mental health problems in school teachers.

Research Questions
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● What is the relationship between social support and mental health problems in

school teachers?

● What is the relationship between social support and self-esteem in school

teachers?

● What is the association between self-esteem and mental health problems in school

teachers?

● What are the gender differences in terms of social support, self-esteem and mental

health problems in school teachers?

● What are the causes of low self-esteem, low social support and high mental health

problems in school teachers?

● What are the differences between the social support, self-esteem and mental

health problems in urban and rural school teachers?

Hypothesis

● There will be a significant relationship between social support, self-esteem and

mental health problems in school teachers.

● There will be lower levels of social support and self-esteem in females as compared

to males in school teachers.

● There will be lower levels of social support and self-esteem in urban school teachers

as compared to rural school teachers.

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