Life Satisfaction Of Teacher Educators In Relation To Mental Health
Main Article Content
Abstract
This study investigates the relationship between life satisfaction and mental health among teacher educators in colleges affiliated with Guru Nanak Dev University, Amritsar. A sample of 200 teacher educators (78% female and 22% male) was selected using stratified random sampling, ensuring representation across gender while reflecting the gender distribution within the population. The research was guided by a correlational design, aiming to explore associations between life satisfaction and mental health levels and to examine gender-based differences in these dimensions. Data were collected using standardized scales for life satisfaction by Alam and Srivastava (2019), and mental health scale by Sharma (2009). The findings reveal significant differences in both life satisfaction and mental health scores between male and female teacher educators. Specifically, male teacher educators reported higher levels of life satisfaction than their female counterparts, indicating a potential influence of gender on perceived well-being in the teaching profession. Similarly, significant differences emerged in mental health levels, with variations observed across gender lines. Further analysis showed a strong positive correlation between life satisfaction and mental health among the entire sample, suggesting that teacher educators who report higher levels of life satisfaction tend to also experience better mental health. This relationship underscores the intertwined nature of life satisfaction and mental health, highlighting the importance of fostering a supportive and balanced work environment for educators. The study’s findings contribute to the growing body of literature on teacher well-being and underscore the need for gender-sensitive mental health programs within educational institutions. The results encourage educational policymakers and institutions to consider mental health support and life satisfaction-enhancing measures as part of a holistic approach to teacher development.