Psychological Well-Being of Teachers in Mongolia
DOI:
https://doi.org/10.65168/Keywords:
depression, anxiety, stress, teacher, DASS-21Abstract
This study aimed to examine the psychological well-being of teachers in primary, secondary, and tertiary education in Mongolia, focusing on depression, anxiety, and stress using the Depression, Anxiety, and Stress Scales (DASS-21). A total of 145 teachers participated, and data were collected via Google Form and analyzed using SPSS 21, including reliability, correlation, regression, and factor analyses. Reliability analysis showed high internal consistency for depression (α = 0.912), anxiety (α = 0.950), and stress (α = 0.933). Correlation results showed strong positive relationships among depression, anxiety, and stress (r = 0.771–0.833, p < 0.001). Regression analysis revealed that two independent variables explained 71.7% of the variance in teachers’ psychological health (R = 0.847, F (2,142) = 179.849, p < 0.001). The findings illustrate that anxiety levels were relatively higher, and psychological factors were interrelated, with increases in one factor associated with increases in others. The study approves the reliability of DASS-21 for assessing teachers’ mental health and provides evidence for developing policies and interventions to support teachers’ psychological well-being.
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