PSYCHOLOGICAL PREDICTORS OF MENTAL HEALTH

Transcription

1 ISSN: PSYCHOLOGICAL PREDICTORS OF MENTAL HEALTH OF SCHOOL TEACHERS Mansavee Dubey* and G. S. Gujar** ABSTRACT The present study aspired to investigate whether Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills are significant predictors of Positive Self-evaluation, Perception of Reality, Integration of Personality, Autonomy, Group-oriented Attitudes and Environmental Mastery dimensions of Mental Health in Government and Private School Teachers. It was hypothesized that Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills will be significant predictors of Positive Self-evaluation, Perception of Reality, Integration of Personality, Autonomy, Group-oriented Attitudes and Environmental Mastery dimensions of Mental Health in Government and Private School Teachers. A purposive sample of 400 3rd Grade School Teachers 200 from Government Schools and 200 from Private Schools from Rajasthan State was selected. The Predictor Variables were measured by Emotional Intelligence Scale (EIS) (Hyde, A., Pethe, S. and Dhar, U., 2001), NEO-PI (R) (McCrae & Costa, 2003), Presumptive Stressful Life Events Scale (Singh et. al, 1981) and Ways of Coping Questionnaire (WCQ) (Folkman & Lazarus, 1986) whereas the Criterion/Outcome Variables were measured by Mental Health Inventory (MHI) (Singh, J. and Srivastava, A.K., 1983). The Correlational Research Design along with Regression Model was employed. The Multiple Regression Analysis was computed to investigate whether Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills are significant predictors of Positive Self-evaluation, Perception of Reality, Integration of Personality, Autonomy, Group-oriented Attitudes and Environmental Mastery dimensions of Mental Health in * Career Counsellor, 100-A park view lane gyankhand 4 indirapuram Ghaziabad. * * Associate Professor, R.P. Govt. P. G. College, Alwar.

2 52 Mansavee Dubey and G. S. Gujar Government and Private School Teachers. It was empirically proved that Emotional Intelligence was a significant positive predictor whereas Presumptive Life Stress was a significant negative predictor of Positive Self-evaluation, Perception of Reality, Integration of Personality, Autonomy, Group-oriented Attitudes and Environmental Mastery dimensions of Mental Health in Government and Private School Teachers. The results are interpreted in the light of existing researches. Keywords: Emotional intelligence, Personality, Presumptive iife stress, Coping skills, Positive self-evaluation, Perception of reality, Integration of personality, Autonomy, Group-oriented attitudes, Environmental mastery, and Mental health INTRODUCTION Teaching is commonly recognized as one of the most stressful occupations in our nation. Teacher stress results in such consequences as early retirement, long and excessive absences, new teachers leaving during training, and an increase in teachers leaving the profession within their first five years (Bachkirova, 2005). In recent years, professional satisfaction has been decreasing while job pressure has been on a steady rise for teachers. These issues have raised many questions about the growing problem of teacher stress (Guglielmi & Tatrow, 1998). It has been reported that teacher stress affects the learning environment and ultimately prevents achievement of the teacher s educational goals. This leads to disinterest, negligence, bitterness, and absenteeism among teachers, and can result in teachers leaving the profession (Guglielmi & Tatrow, 1998). In North Carolina, about 28% of teachers who resign each year leave the profession due to a career change, health, being dissatisfied with teaching, teaching at a private or charter school, or for unknown reasons (Annual Report of the Reasons Teachers Leave the Profession, 2007). Although leaving for a private or charter school is listed above, it is rare that this happens because private schools require most teachers to hold an advanced degree and teachers usually are not compensated as well. In fact, half of private schoolteachers who resign each year, do so, to teach at a public school (Miner, 2009). Increasing attention has been given to understanding teacher stress to further study this alarming phenomenon (Blasé, 1982). Even though stress is quickly becoming a recognized occupational hazard of the teaching profession (Pettegrew & Wolf, 1982), little theoretical work on teacher stress has been attempted or completed (Blasé, 1982), and recently there have been no studies that have focused specifically on stress within the primary school environment. The few studies that have been tried lacked subjects perceptions (Blasé, 1986) and have been flawed in other areas. Some studies have been focused on large urban school districts, which is not representative of smaller districts in which the majority of teachers are employed. Also, stress has not been dealt with as an organizational matter; meaning ways to lessen job related stress have not been discovered (Bacharach, Bauer, & Conley, 1986).

3 Psychological Predictors of Mental Health of School Teachers 53 Two types of stress can ultimately affect teachers. Task based stress, such as dealing with disruptive students, refers to problems that are associated with a variety of specific tasks that teachers must perform in their teaching role. Role based stress, such as an absence of sufficient resources to perform adequately, refers to how teachers expectations of their role fit in with the actual workrelated responsibilities needed to fulfill their role (Pettegrew & Wolf, 1982). Stress within teaching is driven by the organizational factors related to the way in which teachers are expected to work (Hepburn & Brown, 2001). Organizational factors that contribute to teacher stress can include unreasonable directed time budgets, excessive paperwork, unrealistic deadlines, and intimidating inspection regimes (Hepburn & Brown, 2001). A teacher s personality is a factor when explaining the amount of stress that is present. Teachers skills, motives, and perceptions of their work environment determine the amount of stress that may take place (Guglielmi & Tatrow, 1998). A teacher who does not have a conflict between personal values and those of educational authorities, has a high ambition to succeed professionally, and is not easily upset or excited; tend to experience the least amount of stress (Bachkirova, 2005). Teacher stress is closely linked to strain and burnout. Strain is any unpleasant behavioural, psychological, or physiological outcome in a teacher (Sutton, 1984). In general, strain is the result of an interaction between a person and their environment. Strain is measured in terms of physiological dysfunction, psychological dysfunction, or behavioural dysfunction (Guglielmi & Tatrow, 1998). Teacher stress can be caused from a variety of situations. Stress often comes about when teachers have difficult negotiating various aspects of interactions with students (Hepburn & Brown, 2001) or from any circumstances that are considered too demanding, depriving of time, and interfering with instruction (Blasé, 1986). Stress can best be explained by categorizing factors into first and second order stressors. First order stressors directly interfere with teacher effort and can include student apathy, student disruption or discipline, poor student attendance, high student to teacher ratios (large classes), paperwork, prep work, irresponsible colleagues, obtrusive supervisors, lack of effective leadership such as assistant principals or principals, and seemingly non-supportive parents. Stressors that occur most frequently tend to be organizational issues dealing with students, administration, other teachers, and other work relationships (Blasé, 1986). Second order stressors do not interfere directly with teacher effort and can include issues such as low salary, emotional fatigue, frustration, helplessness, stagnation, boredom, and loss of motivation or enthusiasm (Blasé, 1986). Stress among teachers can also be grouped into three categories: role demands, instructional problems, and interpersonal relationships (Sutton, 1984). Role related stress is said to be the difference between teachers role expectations Journal of Indian Health Psychology

4 54 Mansavee Dubey and G. S. Gujar and their actual experiences within that role (Pettegrew & Wolf, 1982). Role demand stressors include ambiguity, overload, conflict (Sutton, 1984), preparedness, and non-participation (Pettegrew & Wolf, 1982). Organizational characteristics such as policies, structure, and processes can also be categorized as role demand stressors (Bacharach, Bauer, & Conley, 1986). Instructional problems or task stress identifies problems associated with a variety of specific tasks that teachers must perform in their teaching role (Pettegrew & Wolf, 1982). Instructional problems can include difficulties with student discipline, competence, inappropriate procedures for student placement, instruction, inadequate standardized tests, grading systems (Sutton, 1984), notification of unsatisfactory work performance, being physically threatened by students (Pettegrew & Wolf, 1982) and sparse or dangerous working conditions (Bacharach, Bauer, & Conley, 1986). Interpersonal relationships refer to relationships teachers have with fellow professionals or community members within the educational environment. Network interaction and supervision may also fall into this category (Bacharach, Bauer, & Conley, 1986). The most common stressors in this group are conflict with other staff members, and a lack of social support from supervisors and coworkers (Sutton, 1984). Causes of teacher stress can also be broken down into environmental and individual stressors. Most stressors can be found in the work environment and include unfavourable working conditions, heavy workloads, organizational problems, and paucity of resources, lack of support and or autonomy, and decision making. The work environment can also include physical stressors such as taskrelated noise, crowding, the size of the classroom and or school, safety or youth violence, as well as administrative pressures such as support from managers and role ambiguity (Hastings & Bham, 2003). Individual characteristics include the unique attributes of teachers such as personality, age, gender, demographic background, the ability to establish and maintain supportive networks, cognitive evaluation of stressors, the ability to cope, type of teacher, and job dissatisfaction (Guglielmi & Tatrow, 1998). Individual stress also can be associated with the compatibility between personal and educational values, ambition to succeed, sensitivity threshold, competitiveness, multiple roles for women teachers (such as parent, caretaker, homemaker, and teacher), and perfection (Bachkirova, 2005). The prime objective of the present study was to investigate whether Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills are significant predictors of Positive Self-evaluation, Perception of Reality, Integration of Personality, Autonomy, Group-oriented Attitudes and Environmental Mastery dimensions of Mental Health in Government and Private School Teachers.

5 Psychological Predictors of Mental Health of School Teachers 55 Hypothesis It was hypothesized that Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills will be significant predictors of Positive Self-evaluation, Perception of Reality, Integration of Personality, Autonomy, Group-oriented Attitudes and Environmental Mastery dimensions of Mental Health in Government and Private School Teachers. METHOD Sample Initially, around rd Grade School Teachers were contacted and later on a purposive sample of rd Grade School Teachers (age range years) with balanced number of males and females was retained. Out of these 400 School Teachers; 200 of them were working in Government Schools and the remaining 200 of them were employed with Private Schools. These School Teachers were sampled from various Government and Private Schools of Rajasthan State irrespective of caste, creed and socio-economic status. Tools Following tools were used in the present investigation 1. Emotional Intelligence Scale (EIS) (Hyde, A., Pethe, S. and Dhar, U., 2001): The Emotional Intelligence Scale was developed and standardized by Anukool Hyde, Sanjyot Pethe and Upinder Dhar (2001). The scale measures ten different aspects of the Emotional Intelligence orientation. A summated total score is derived. High score in each of the sub scale as well as the total score indicate high level of emotional intelligence and are likely to be high performers. Self-awareness, empathy, self-motivation, emotional stability, managing relations, integrity, self-development, value orientation, commitment and altruistic behaviour are the ten components of the scale. The reliability of the scale was determined by calculating reliability co-efficient on a sample of 200 subjects. The split half reliability coefficient was found to be Besides face validity, as all items were related to the variable under focus, the scale has high content validity. It is evident from the assessment of judges / experts that items of the scale are directly related to the concept of emotional intelligence. 2. NEO-PI (R) (McCrae & Costa, 2003): For measuring personality, it was decided to administer NEO- Five Factor Inventory by Paul T. Costa & Robert R. McCrae which was published in 1992, though the NEO Five-Factor Inventory (NEO-FFI) is a shortened version of the NEO PI-R, designed to give quick, reliable and valid measures of the five domains of adult personality. The 60 items are rated on a five Journal of Indian Health Psychology

6 56 Mansavee Dubey and G. S. Gujar point scale. The NEO-FFI has a grade six reading level. The NEO-FFI scales show correlations of.75 to.89 with the NEO-PI validimax factors. Internal consistency values range from.74 to Presumptive Stressful Life Events Scale (Singh et. al, 1981): Most of the investigators in the field of life events have made use of Social Readjustment Rating Scale (Holmes and Rahe (1967) or Scaling of Life events (Paykel, 1971). In India also mainly these two scales have been used with local transactions but without making any major modification to suit the Indian Population. Because of cultural differences and non-validation of these scales in our population, the results obtained by these studies are thought to be unreliable. To overcome this difficulty and also in view of the various shortcomings of the existing life events scales Singh et al (1981) constructed this new Presumptive Stressful Events Scale suitable for the Indian population and published in Indian Journal of Psychiatry (1984). 4. Ways of Coping Questionnaire (WCQ) (Folkman & Lazarus, 1986): This revised test was published in 1985; it is derived from a cognitive Phenomenological theory of stress and coping that is articulated in Stress, Appraisal and Coping (Lazarus and Folkman, 1984) and elsewhere (Lazarus, 1981; Lazarus and Launier, 1978). The Ways of Coping Questionnaire is based on a definition of coping as the cognitive and behavioural efforts to manage specific external or internal demands appraised as taxing or exceeding the resource of the individual. This definition has four key features: (1) it is process oriented; (2) it speaks of management rather than mastery; (3) it makes no a priori judgment about the quality of coping process; and (4) it implies a stress- based distinct between coping and automatic adaptive behaviours. The Ways of Coping Questionnaire was developed to provide researchers with a theoretically derived measure that could be used to explore the role of coping in the relationship between stress and adaptational outcomes. The Ways of Coping Questionnaire consist of 50 items (plus 16 fill items) within eight empirically derived scales (Folkman & Lazarus, 1988). Because the Ways of Coping Questionnaire measures coping process, which, by definition, is variable, traditional test retest estimates of reliability are inappropriate. Reliability can be evaluated, however, by examining the internal consistency of the coping measures, estimated with Cronbach s coefficient alpha. Internal Consistency estimates of coping measures generally fall at the low end of the traditionally acceptable range. Evidence of construct validity is found in the fact that the results of the studies are consistent with theoretical predictions, namely, that (1) Coping consists of both problem focused and emotion focused strategies and (2) coping is a process.

7 Psychological Predictors of Mental Health of School Teachers Mental Health Inventory (MHI) (Singh, J. and Srivastava, A.K., 1983): The Mental Health Inventory (MHI) has been designed to measure mental health (positive) of normal individuals. The salient feature of the scale lies in inclusion of the symptoms of psychological well-being or positive symptoms of mental health along with absence of mental ill health. For the purpose of developing the inventory, Mental Health was operationally defined as the person s ability to make positive self evaluation, to perceive the reality, to integrate the personality, autonomy, group-oriented attitudes and environmental mastery. The MHI consists of six dimensions which are as follows: Positive Self-evaluation (PSE), Perception of Reality (PR), Integration of Personality (IP), Autonomy (AUTNY), Group-oriented Attitude (GOA) and Environmental Mastery (EM). The reliability of the inventory was determined by split-half method using odd-even procedure which was The construct validity of the inventory is determined by finding coefficient of correlation between scores on Mental Health Inventory (MHI) and General Health Questionnaire (GHQ) (Goldberg, 1972). It was found to be.54. The Inventory was also validated against Personal Adjustment Scale (a sub-scale of S.D. Inventory) developed by Pestonjee (1973) which yielded a positive correlation of.57 revealing moderate validity. 6. Happiness Scale (Argyle and Hills, 2002): The Oxford Happiness Questionnaire short form (Hills & Argyle, 2002) is an 8-item measure of happiness. They intended to be a replacement for the full version when administration time is short. They provided initial evidence for the psychometric properties of both the 29-item and the 8-item measures. Moreover, both versions of the measure have demonstrated validity with measures of happiness, personality, self-esteem, satisfaction, life orientation, and life regard (Hills & Argyle, 2002), and measures of religiosity (Lewis, Maltby, & Day, 2005). The results for the full and shorter versions were significantly and strongly correlated, r(168)=0.93, P<0.001 (Hills and Argyle, 2002). Predictor Variables Emotional Intelligence Personality Presumptive Life Stress Coping Skills Criterion/Outcome Variables Positive Self-evaluation (Mental Health) Perception of Reality (Mental Health) Journal of Indian Health Psychology

8 58 Mansavee Dubey and G. S. Gujar RESULTS AND DISCUSSION The Research Design for the proposed study was a Correlational one along with Regression Model as it was an exploratory research. The Multiple Regression Analysis was computed to investigate whether Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills are significant predictors of Positive Self-evaluation, Perception of Reality, Integration of Personality, Autonomy, Group-oriented Attitudes and Environmental Mastery dimensions of Mental Health in Government and Private School Teachers. Table 1: of Regression Model: Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills on Positive Self-evaluation (Mental Health) in Government and Private School Teachers Model Summary Change Statistics Model R R Adjusted Std. Error R Square F df1 df2 Sig. F Square R Square of the Estimate Change Change Change a ANOVA b Model Sum of Squares df Mean Square F Sig. 1 Regression a Residual Total b. Dependent Variable: PSE a Unstandardized Standardized Model B Std. Error Beta t Sig. 1 (Constant) EI N E O A C PLS

9 Psychological Predictors of Mental Health of School Teachers 59 CC Distc SC SSS AR EA PPS Po R a. Dependent Variable: PSE The Multiple Regression Analysis was computed through SPSS 17.0 to investigate whether Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills are significant predictors of Positive Self-evaluation dimension of Mental Health in Government and Private School Teachers. The Table 1 depicts the predictors of Positive Self-evaluation dimension of Mental Health in Government and Private School Teachers. The R 2 value is.865 which explains 87% of variance in Government and Private School Teachers. The value of adjusted R 2 is.860 which explains 86% of variance in Government and Private School Teachers. The F ratio is which is significant at 0.01 level of confidence and thus explains variance. It is observed that the constant â coefficient is and Standardized â coefficient of Emotional Intelligence (EI) is.874 which is significant at 0.01 level of confidence. The t-ratio of Emotional Intelligence (EI) is which is also significant at 0.01 level of confidence. It is empirically proved that Emotional Intelligence is a significant positive predictor of Positive Self-evaluation dimension of Mental Health. Therefore, as Emotional Intelligence increases, Positive Self-evaluation dimension of Mental Health also increases in Government and Private School Teachers. It is also observed that the Standardized â coefficient of Presumptive Life Stress (PLS) is which is significant at 0.01 level of confidence. The t-ratio of Presumptive Life Stress (PLS) is which is also significant at 0.01 level of confidence. It is empirically proved that Presumptive Life Stress is a significant negative predictor of Positive Selfevaluation dimension of Mental Health in Government and Private School Teachers. Therefore, as Presumptive Life Stress increases, Positive Self-evaluation dimension of Mental Health decreases in Government and Private School Teachers. It is again observed that the Standardized â coefficients of Personality factors Neuroticism (N), Extraversion (E), Openness (O), Agreeableness (A) & Conscientiousness (C) and Coping Skills dimensions Confrontive Coping (CC), Distancing (Distc), Self-controlling (SC), Seeking Social Support (SSS), Accepting Responsibility (AR), Escape-Avoidance (EA), Planful Problem Solving (PPS) & Positive Reappraisal (PoR) are.036,.004, -.005,.019, -.002, -.008, -.004,.010, -.013,.010, -.011, and.042 respectively which are not significant Journal of Indian Health Psychology

10 60 Mansavee Dubey and G. S. Gujar even at 0.05 level of confidence. Therefore, Personality factors Neuroticism, Extraversion, Openness, Agreeableness & Conscientiousness and Coping Skills dimensions Confrontive Coping, Distancing, Self-controlling, Seeking Social Support, Accepting Responsibility, Escape-Avoidance, Planful Problem Solving & Positive Reappraisal are not significant predictors of Positive Self-evaluation dimension of Mental Health in Government and Private School Teachers. The Table 2 depicts the predictors of Perception of Reality dimension of Mental Health in Government and Private School Teachers. The R 2 value is.863 which explains 86% of variance in Government and Private School Teachers. The value of adjusted R 2 is.858 which explains 86% of variance in Government and Private School Teachers. The F ratio is which is significant at 0.01 level of confidence and thus explains variance. It is observed that the constant â coefficient is and Standardized â coefficient of Emotional Intelligence (EI) is.894 which is significant at 0.01 level of confidence. The t-ratio of Emotional Intelligence (EI) is which is also significant at 0.01 level of confidence. Table 2: of Regression Model: Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills on Perception of Reality (Mental Health) in Government and Private School Teachers Model Summary Change Statistics Model R R Adjusted Std. Error R Square F df1 df2 Sig. F Square R Square of the Estimate Change Change Change a ANOVA b Model Sum of Squares df Mean Square F Sig. 1 Regression a Residual Total b. Dependent Variable: PR a Unstandardized Standardized Model B Std. Error Beta t Sig.

11 Psychological Predictors of Mental Health of School Teachers 61 1 (Constant) EI N E O A C PLS CC Distc SC SSS AR EA PPS Po R a. Dependent Variable: PR It is empirically proved that Emotional Intelligence is a significant positive predictor of Perception of Reality dimension of Mental Health. Therefore, as Emotional Intelligence increases, Perception of Reality dimension of Mental Health also increases in Government and Private School Teachers. It is also observed that the Standardized â coefficient of Presumptive Life Stress (PLS) is which is significant at 0.01 level of confidence. The t-ratio of Presumptive Life Stress (PLS) is which is also significant at 0.01 level of confidence. It is empirically proved that Presumptive Life Stress is a significant negative predictor of Perception of Reality dimension of Mental Health in Government and Private School Teachers. Therefore, as Presumptive Life Stress increases, Perception of Reality dimension of Mental Health decreases in Government and Private School Teachers. It is again observed that the Standardized â coefficients of Personality factors Neuroticism (N), Extraversion (E), Openness (O), Agreeableness (A) & Conscientiousness (C) and Coping Skills dimensions Confrontive Coping (CC), Distancing (Distc), Self-controlling (SC), Seeking Social Support (SSS), Accepting Responsibility (AR), Escape-Avoidance (EA), Planful Problem Solving (PPS) & Positive Reappraisal (PoR) are.001, -.013, -.002,.001, -.005,.032, -.001,.027,.000,.008, -.005,.006 and respectively which are not significant even at 0.05 level of confidence. Therefore, Personality factors Neuroticism, Extraversion, Openness, Agreeableness & Conscientiousness and Coping Skills dimensions Confrontive Coping, Distancing, Self-controlling, Seeking Social Support, Accepting Responsibility, Escape-Avoidance, Planful Problem Solving Journal of Indian Health Psychology

12 62 Mansavee Dubey and G. S. Gujar & Positive Reappraisal are not significant predictors of Perception of Reality dimension of Mental Health in Government and Private School Teachers. The Table 3 depicts the predictors of Integration of Personality dimension of Mental Health in Government and Private School Teachers. The R 2 value is.853 which explains 85% of variance in Government and Private School Teachers. The value of adjusted R 2 is.847 which explains 85% of variance in Government and Private School Teachers. The F ratio is which is significant at 0.01 level of confidence and thus explains variance. It is observed that the constant â coefficient is and Standardized â coefficient of Emotional Intelligence (EI) is.826 which is significant at 0.01 level of confidence. The t-ratio of Emotional Intelligence (EI) is which is also significant at 0.01 level of confidence. It is empirically proved that Emotional Intelligence is a significant positive predictor of Integration of Personality dimension of Mental Health. Therefore, as Emotional Intelligence increases, Integration of Personality dimension of Mental Health also increases in Government and Private School Teachers. It is also observed that the Standardized â coefficient of Presumptive Life Stress (PLS) is which is significant at 0.01 level of confidence. The t-ratio of Presumptive Life Stress (PLS) is which is also significant at 0.01 level of confidence. It is empirically proved that Presumptive Life Stress is a significant negative predictor of Integration of Personality dimension of Mental Health in Government and Private School Teachers. Therefore, as Presumptive Life Stress increases, Integration of Personality dimension of Mental Health decreases in Government and Private School Teachers. Table 3: of Regression Model: Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills on Integration of Personality (Mental Health) in Government and Private School Teachers Model Summary Change Statistics Model R R Adjusted Std. Error R Square F df1 df2 Sig. F Square R Square of the Estimate Change Change Change a ANOVA b Model Sum of Squares df Mean Square F Sig. 1 Regression a Residual Total b. Dependent Variable: IP

13 Psychological Predictors of Mental Health of School Teachers 63 a Unstandardized Standardized Model B Std. Error Beta t Sig. 1 (Constant) EI N E O A C PLS CC Distc SC SSS AR EA PPS Po R a. Dependent Variable: IP It is again observed that the Standardized â coefficients of Personality factors Neuroticism (N), Extraversion (E), Openness (O), Agreeableness (A) & Conscientiousness (C) and Coping Skills dimensions Confrontive Coping (CC), Distancing (Distc), Self-controlling (SC), Seeking Social Support (SSS), Accepting Responsibility (AR), Escape-Avoidance (EA), Planful Problem Solving (PPS) & Positive Reappraisal (PoR) are.025,.010, -.018,.008, -.014, -.002,.008,.001,.022, -.042,.011, and.014 respectively which are not significant even at 0.05 level of confidence. Therefore, Personality factors Neuroticism, Extraversion, Openness, Agreeableness & Conscientiousness and Coping Skills dimensions Confrontive Coping, Distancing, Self-controlling, Seeking Social Support, Accepting Responsibility, Escape-Avoidance, Planful Problem Solving & Positive Reappraisal are not significant predictors of Integration of Personality dimension of Mental Health in Government and Private School Teachers. Thus the hypothesis no. 4 [H 4 ] that Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills will be significant predictors of Mental Health in Government and Private School Teachers stands rejected specifically with respect Journal of Indian Health Psychology

14 64 Mansavee Dubey and G. S. Gujar to Personality factors Neuroticism, Extraversion, Openness, Agreeableness & Conscientiousness and Coping Skills dimensions Confrontive Coping, Distancing, Self-controlling, Seeking Social Support, Accepting Responsibility, Escape- Avoidance, Planful Problem Solving & Positive Reappraisal regarding Integration of Personality dimension of Mental Health and alternative/rival hypothesis is tenable. The Table 4 depicts the predictors of Autonomy dimension of Mental Health in Government and Private School Teachers. The R 2 value is.877 which explains 88% of variance in Government and Private School Teachers. The value of adjusted R 2 is.873 which explains 87% of variance in Government and Private School Teachers. The F ratio is which is significant at 0.01 level of confidence and thus explains variance. It is observed that the constant â coefficient is and Standardized â coefficient of Emotional Intelligence (EI) is.884 which is significant at 0.01 level of confidence. The t-ratio of Emotional Intelligence (EI) is which is also significant at 0.01 level of confidence. It is empirically proved that Emotional Intelligence is a significant positive predictor of Autonomy dimension of Mental Health. Therefore, as Emotional Intelligence increases, Autonomy dimension of Mental Health also increases in Government and Private School Teachers. It is also observed that the Standardized â coefficient of Presumptive Life Stress (PLS) is which is significant at 0.01 level of confidence. The t-ratio of Presumptive Life Stress (PLS) is which is also significant at 0.01 level of confidence. It is empirically proved that Presumptive Life Stress is a significant negative predictor of Autonomy dimension of Mental Health in Government and Private School Teachers. Therefore, as Presumptive Life Stress increases, Autonomy dimension of Mental Health decreases in Government and Private School Teachers. Table 4: of Regression Model: Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills on Autonomy (Mental Health) in Government and Private School Teachers Model Summary Change Statistics Model R R Adjusted Std. Error R Square F df1 df2 Sig. F Square R Square of the Estimate Change Change Change a

15 Psychological Predictors of Mental Health of School Teachers 65 ANOVA b Model Sum of Squares df Mean Square F Sig. 1 Regression a Residual Total b. Dependent Variable: Auto a Unstandardized Standardized Model B Std. Error Beta t Sig. 1 (Constant) EI N E O A C PLS CC Distc SC SSS AR EA PPS Po R a. Dependent Variable: Auto It is again observed that the Standardized â coefficients of Personality factors Neuroticism (N), Extraversion (E), Openness (O), Agreeableness (A) & Conscientiousness (C) and Coping Skills dimensions Confrontive Coping (CC), Distancing (Distc), Self-controlling (SC), Seeking Social Support (SSS), Accepting Responsibility (AR), Escape-Avoidance (EA), Planful Problem Solving (PPS) & Positive Reappraisal (PoR) are.022, -.006, -.018, -.001, -.008, -.015, -.005,.031, -.001, -.003,.005, and.003 respectively which are not significant even at 0.05 level of confidence. Therefore, Personality factors Neuroticism, Extraversion, Openness, Agreeableness & Conscientiousness and Coping Skills dimensions Confrontive Coping, Distancing, Self-controlling, Seeking Social Support, Accepting Responsibility, Escape-Avoidance, Planful Problem Solving & Positive Reappraisal are not significant predictors of Autonomy dimension of Mental Health in Government and Private School Teachers. Journal of Indian Health Psychology

16 66 Mansavee Dubey and G. S. Gujar Table 5: of Regression Model: Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills on Group-oriented Attitudes (Mental Health) in Government and Private School Teachers Model Summary Change Statistics Model R R Adjusted Std. Error R Square F df1 df2 Sig. F Square R Square of the Estimate Change Change Change a ANOVA b Model Sum of Squares df Mean Square F Sig. 1 Regression a Residual Total b. Dependent Variable: GoA a Unstandardized Standardized Model B Std. Error Beta t Sig. 1 (Constant) EI N E O A C PLS CC Distc S C SSS AR EA PPS Po R a. Dependent Variable: GoA

17 Psychological Predictors of Mental Health of School Teachers 67 The Table 5 depicts the predictors of Group-oriented Attitudes dimension of Mental Health in Government and Private School Teachers. The R 2 value is.882 which explains 88% of variance in Government and Private School Teachers. The value of adjusted R 2 is.877 which explains 88% of variance in Government and Private School Teachers. The F ratio is which is significant at 0.01 level of confidence and thus explains variance. It is observed that the constant â coefficient is and Standardized â coefficient of Emotional Intelligence (EI) is.903 which is significant at 0.01 level of confidence. The t-ratio of Emotional Intelligence (EI) is which is also significant at 0.01 level of confidence. It is observed that the Standardized â coefficient of Self-controlling (SC) is.036 which is significant at 0.01 level of confidence. The t-ratio of Self-controlling (SC) is 2.00 which is also significant at 0.01 level of confidence. It is empirically proved that Emotional Intelligence and Self-controlling are significant positive predictor of Group-oriented Attitudes dimension of Mental Health. Therefore, as Emotional Intelligence and Self-controlling increase, Group-oriented Attitudes dimension of Mental Health also increases in Government and Private School Teachers. It is also observed that the Standardized â coefficient of Presumptive Life Stress (PLS) is which is significant at 0.01 level of confidence. The t-ratio of Presumptive Life Stress (PLS) is which is also significant at 0.01 level of confidence. It is empirically proved that Presumptive Life Stress is a significant negative predictor of Group-oriented Attitudes dimension of Mental Health in Government and Private School Teachers. Therefore, as Presumptive Life Stress increases, Group-oriented Attitudes dimension of Mental Health decreases in Government and Private School Teachers. It is again observed that the Standardized â coefficients of Personality factors Neuroticism (N), Extraversion (E), Openness (O), Agreeableness (A) & Conscientiousness (C) and Coping Skills dimensions Confrontive Coping (CC), Distancing (Distc), Seeking Social Support (SSS), Accepting Responsibility (AR), Escape-Avoidance (EA), Planful Problem Solving (PPS) & Positive Reappraisal (PoR) are.003, -.007, -.007, -.005, -.002, -.016, -.017,.014, -.011,.018,.034 and respectively which are not significant even at 0.05 level of confidence. Therefore, Personality factors Neuroticism, Extraversion, Openness, Agreeableness & Conscientiousness and Coping Skills dimensions Confrontive Coping, Distancing, Seeking Social Support, Accepting Responsibility, Escape- Avoidance, Planful Problem Solving & Positive Reappraisal are not significant predictors of Group-oriented Attitudes dimension of Mental Health in Government and Private School Teachers. Journal of Indian Health Psychology

18 68 Mansavee Dubey and G. S. Gujar Table 6: of Regression Model: Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills on Environmental Mastery (Mental Health) in Government and Private School Teachers Model Summary Change Statistics Model R R Adjusted Std. Error R Square F df1 df2 Sig. F Square R Square of the Estimate Change Change Change a ANOVA b Model Sum of Squares df Mean Square F Sig. 1 Regression a Residual Total b. Dependent Variable: EM a Unstandardized Standardized Model B Std. Error Beta t Sig. 1 (Constant) EI N E O A C PLS CC Distc SC SSS AR EA PPS Po R a. Dependent Variable: EM The Table 6 depicts the predictors of Environmental Mastery dimension of Mental Health in Government and Private School Teachers. The R 2 value is.859

19 Psychological Predictors of Mental Health of School Teachers 69 which explains 86% of variance in Government and Private School Teachers. The value of adjusted R 2 is.853 which explains 85% of variance in Government and Private School Teachers. The F ratio is which is significant at 0.01 level of confidence and thus explains variance. It is observed that the constant â coefficient is and Standardized â coefficient of Emotional Intelligence (EI) is.873 which is significant at 0.01 level of confidence. The t-ratio of Emotional Intelligence (EI) is which is also significant at 0.01 level of confidence. It is empirically proved that Emotional Intelligence is a significant positive predictor of Environmental Mastery dimension of Mental Health. Therefore, as Emotional Intelligence increases, Environmental Mastery dimension of Mental Health also increases in Government and Private School Teachers. It is also observed that the Standardized â coefficient of Presumptive Life Stress (PLS) is which is significant at 0.01 level of confidence. The t-ratio of Presumptive Life Stress (PLS) is which is also significant at 0.01 level of confidence. It is also observed that the Standardized â coefficient of Planful Problem Solving (PPS) dimension of Coping Skills is which is significant at 0.01 level of confidence. The t-ratio of Planful Problem Solving (PPS) dimension of Coping Skills is which is also significant at 0.01 level of confidence. It is empirically proved that Presumptive Life Stress and Planful Problem Solving dimension of Coping Skills are significant negative predictors of Environmental Mastery dimension of Mental Health in Government and Private School Teachers. Therefore, as Presumptive Life Stress and Planful Problem Solving dimension of Coping Skills increase, Environmental Mastery dimension of Mental Health decreases in Government and Private School Teachers. It is again observed that the Standardized â coefficients of Personality factors Neuroticism (N), Extraversion (E), Openness (O), Agreeableness (A) & Conscientiousness (C) and Coping Skills dimensions Confrontive Coping (CC), Distancing (Distc), Self-controlling (SC), Seeking Social Support (SSS), Accepting Responsibility (AR), Escape-Avoidance (EA) & Positive Reappraisal (PoR) are.016, -.001, -.015,.014, -.008,.004, -.037,.015, -.006, -.020,.002 and.056 respectively which are not significant even at 0.05 level of confidence. Therefore, Personality factors Neuroticism, Extraversion, Openness, Agreeableness & Conscientiousness and Coping Skills dimensions Confrontive Coping, Distancing, Self-controlling, Seeking Social Support, Accepting Responsibility, Escape-Avoidance & Positive Reappraisal are not significant predictors of Environmental Mastery dimension of Mental Health in Government and Private School Teachers. CONCLUSION The present research reported Emotional Intelligence as a significant positive predicator whereas Presumptive Life Stress was a significant negative predictor of Positive Self-evaluation, Perception of Reality, Integration of Personality, Journal of Indian Health Psychology

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