Relationship Between Job Satisfaction And Mental Health Of Mainstream School Teachers In West Bengal

Abstract

Teacher well-being plays a crucial role in ensuring the quality and effectiveness of school education. Among various psychological and professional factors, job satisfaction and mental health are closely interrelated and significantly influence teachers’ performance, commitment, and overall institutional climate. The present study investigates the relationship between job satisfaction and mental health of mainstream school teachers in West Bengal. The study aims to examine the level of job satisfaction and mental health among teachers and to determine whether a significant relationship exists between these two variables. A descriptive survey method was adopted, and data were collected from secondary and higher secondary school teachers using standardized tools for measuring job satisfaction and mental health. Statistical techniques such as mean, standard deviation, and correlation analysis were employed to interpret the data. The findings indicate that teachers with higher levels of job satisfaction tend to exhibit better mental health, emotional stability, and lower occupational stress, whereas low job satisfaction is associated with anxiety, burnout, and psychological distress. The study highlights that supportive work environments, administrative cooperation, fair policies, and professional development opportunities contribute positively to both job satisfaction and mental well-being. The results emphasize the need for educational authorities and policymakers to implement strategies that promote teacher welfare and mental health support systems in schools. Enhancing teachers’ job satisfaction can thus serve as an effective approach to improving their mental health and overall educational outcomes.