Supporting Those Who Support: Teacher Job Satisfaction in the Context of School Mental Health Supports

Abstract

School teachers are increasingly called upon to identify and address students’ mental health needs, which can impact job satisfaction, especially when they lack adequate support in this role. This study examines whether different types of perceived school support, including direct support for student mental health, support for teachers to address student mental health, and staff wellness support, are positively related to job satisfaction. It also examines whether teacher self-efficacy to support student mental health mediates these relationships and whether years of teaching experience moderate these pathways. Analysis of survey data from California public school teachers (n = 861) showed that self-efficacy played distinct roles as a mediator across different types of school support. Self-efficacy fully mediated the relationship between direct support for student mental health and job satisfaction, partially mediated the relationship between support for teachers to address student mental health and job satisfaction, and was not a significant mediator for staff wellness support. Furthermore, the mediating role of self-efficacy in the relationship between support for teachers and job satisfaction was stronger for less experienced teachers. These findings highlight the importance of school leadership providing support to help teachers navigate the increasing mental health needs in schools.