The effect of cognitive appraisal on teachers’ mental health: A multi-group analysis
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Abstract
Teaching is a demanding activity and occupational stress has been considered a relevant health problem related to teacher’s mental health. This study sought to analyse the specific relations between cognitive appraisal and psychological distress, and if that relationship was moderated by gender. A cross-sectional study was conducted in 402 basic and secondary schoolteachers. The evaluation protocol included a Demographic Questionnaire, the Primary and Secondary Cognitive Appraisal Scale, and the General Health Questionnaire-12. Structural equation modelling with multigroup analysis was performed to test the hypothesis. Clinical cases of psychological distress in teachers were prevalent (87%). Male teachers assumed a significant worse psychological profile, showing more clinical symptoms of anxiety/depression than female teachers do. Significant main effects for gender were found for challenge perception and coping potential with males assuming more coping potential and females assuming more challenge perception. Threat perception was the strongest predictor of teachers’ mental health. Threat perception and psychological distress, was stronger in males, and challenge perception predicted psychological distress only in males. Work organizations must implement occupational strategies that promote a more positive cognitive appraisal of work.
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