Relationship Between Mental Health and Professional Commitment among High School Teachers

The present study examined the relationship between mental health and professional commitment among high school teachers. In the contemporary educational environment, teachers face increasing professional challenges due to technological advancements, changing instructional practices, and growing workplace demands, making mental health an important factor in professional effectiveness. Professional commitment reflects teachers’ dedication, responsibility, and loyalty toward their profession and contributes significantly to educational quality. The study adopted the Normative Survey Method and collected data from a sample of 500 high school teachers selected through stratified random sampling. Standardized instruments were used to assess mental health and professional commitment. The collected data were analyzed using Percentage Analysis, Mean, Standard Deviation, t-test, Analysis of Variance (ANOVA), and Pearson’s Product Moment Correlation. The findings revealed that the majority of teachers possessed moderate levels of mental health and professional commitment. Significant differences were observed with respect to gender, locality, marital status, type of management, years of experience, and monthly income. A significant positive relationship was found between mental health and professional commitment (r = 0.68, p < 0.01), indicating that teachers with better mental health tend to exhibit higher levels of professional commitment. The study highlights the importance of promoting teachers’ psychological well-being through supportive institutional practices, professional development programmes, and mental health interventions to enhance professional commitment and educational effectiveness.

Mental Health, Professional Commitment

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