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Personality and Job Satisfaction as Predictors of Teachers’ Mental

Health: Evidence from Nadia District

Ratan Pramanick

., Bijoy Kumar Mohanty

., Samirranjan Adhikari

Research Scholar, Department of Education, Swami Vivekananda University, Barrackpore, West

Bengal, India and Teacher-In-Charge, Bhimpur Mohanananda College of Education, West Bengal,

India

Professor, Department of Education, Swami Vivekananda University, West Bengal, India

Professor, Department of Education, Sidho-Kanho-Birsha University, Purulia, West Bengal, India

DOI:

https://doi.org/10.51244/IJRSI.2025.120800311

Received: 08 September 2025; Accepted: 15 September 2025; Published: 08 October 2025

ABSTRACT

This study examines how personality factors and job satisfaction influence the mental health of secondary school

teachers in Nadia District, West Bengal. Using a survey-based design with a representative sample of teachers,

the research explores both direct and indirect effects of these factors. Results indicate that positive traits such as

conscientiousness and emotional stability are linked to stronger mental health, while job satisfaction serves as

an important pathway through which personality shapes well-being. Teachers reporting higher job satisfaction

also experience lower stress and greater resilience, underscoring its role as both a predictor and mediator. The

study highlights the need for school-level interventions that enhance supportive working conditions and address

personality-related vulnerabilities. These findings have practical implications for improving teacher well-being

and sustaining educational quality in the region.

Keywords: Personality Factors; Job Satisfaction; Teacher Mental Health; Secondary School Teachers; Nadia

District

INTRODUCTION

Teacher mental health has emerged as a pressing issue in educational research and practice, with mounting

evidence that stress, burnout, and psychological distress adversely affect both instructional quality and student

learning outcomes (Collie, Shapka, & Perry, 2012; Skaalvik & Skaalvik, 2011). In India, concerns about

teacher well-being are particularly acute, as educators face systemic challenges such as high workloads, limited

resources, and inadequate institutional support (Mathew & Khakha, 2016). When left unaddressed, poor mental

health among teachers not only undermines individual well-being but also contributes to attrition, absenteeism,

and reduced classroom effectiveness (Singh & Gautam, 2024).

Among the many factors shaping teacher well-being, personality traits and job satisfaction have been identified

as important predictors (Judge, Heller, & Mount, 2002). Teachers with higher emotional stability and

conscientiousness often report greater resilience and lower stress levels, while job satisfaction has consistently

been linked with enhanced psychological well-being and reduced burnout (Benevene, Ittan, & Cortini, 2018).

However, the interplay of these factors has rarely been investigated in localised contexts such as Nadia District,

West Bengal.

Nadia District presents a unique case for such an inquiry. As a largely rural and semi-urban region, its schools

often operate under resource constraints and varying administrative conditions that may amplify stress among

teachers. While limited surveys have examined teachers’ mental health in the district, these studies have not

adequately addressed how personality traits and job satisfaction jointly influence well-being. This leaves a

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critical gap in understanding how individual dispositions interact with workplace conditions to shape teacher

outcomes in this context.

The present study, therefore, seeks to explore the predictive roles of personality factors and job satisfaction on

the mental health of secondary school teachers in Nadia District. By focusing on this specific population, the

research contributes both theoretically and practically: it extends the literature by situating established

psychological constructs within a localised Indian context, and it provides actionable insights for policymakers

and administrators aiming to strengthen teacher support systems.

Rationale of the study

Teacher mental health is a critical concern in educational psychology, given its strong implications for

instructional quality, student learning, and overall school functioning (Singh & Gautam, 2024). Among the

factors shaping mental health, personality traits and job satisfaction play central roles, with consistent evidence

linking emotional stability, conscientiousness, and extraversion to positive psychological outcomes in teachers

(Almutairi & Ahmed, 2022; Skaalvik & Skaalvik, 2018). Yet, the mechanisms underlying these associations

remain underexplored in localised contexts such as Nadia District, West Bengal, where socio-cultural and

institutional factors may uniquely influence teacher well-being.

The rationale for the present study rests on three justifications. First, the psychological importance of

personality and job satisfaction lies in their predictive role for mental health and occupational well-being.

Teachers with higher resilience and satisfaction report lower burnout, stress, and depressive symptoms,

supporting the need for integrated inquiry into these constructs (Collie et al., 2012; Benevene et al., 2018).

Second, there is a contextual need for local data. Despite national and international research on teacher well-

being, empirical studies in Nadia District remain sparse, with prior surveys failing to address how personality

and job satisfaction interact to shape mental health outcomes (Behera, 2014). Given the region’s blend of rural

and semi-urban schools, this study fills a crucial knowledge gap by providing evidence grounded in the local

educational environment.

Third, the findings hold practical utility for interventions, particularly under India’s National Education

Policy (NEP 2020), which underscores teacher development and well-being as prerequisites for quality

education (Ministry of Education, 2020). By clarifying how personality and job satisfaction affect mental

health, the study can inform teacher-support strategies, administrative reforms, and policy initiatives tailored to

improve both teacher well-being and student outcomes.

By condensing prior discussions into these three focal points, the study highlights its originality while aligning

with theoretical, contextual, and practical priorities in Indian education.

Objective of the Study

The broad objective of the study was—

To explore the impacts of Personality factors and Job Satisfaction on the Mental Health of school teachers

of Nadia District.

The Hypotheses were—

: There remain statistically significant multiple regression coefficients to frame the equation to predict Mental

Health with the help of different factors of Personality Factors and Job Satisfaction of the school teachers,

considering both male and female as a whole.

: There remain statistically significant multiple regression coefficients to frame the equation to predict Mental

Health with the help of different factors of Personality Factors and Job Satisfaction of the male school teachers.

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: There remain statistically significant multiple regression coefficients to frame the equation to predict Mental

Health with the help of different factors of Personality Factors and Job Satisfaction of the female school

teachers.

REVIEW OF THE LITERATURE

The relationship among personality factors, job satisfaction, and mental health has been widely studied in

educational psychology. However, much of the scholarship has relied heavily on classical theories and Western

contexts, limiting its applicability to South Asian educational settings. This review critically examines theoretical

models, empirical findings, and contextual influences, while highlighting research gaps relevant to teachers’

well-being in India.

Concept of Personality and Theoretical Models

Personality is generally conceptualised as stable individual differences in cognition, emotion, and behaviour that

influence long-term adaptation (McCrae & Costa, 2008). The Five-Factor Model (FFM) remains the dominant

paradigm, with robust evidence supporting the universality of extraversion, agreeableness, conscientiousness,

openness, and neuroticism across cultures (Soto & John, 2017). Recent studies, however, caution against

uncritical generalisation, noting cultural variations in the salience of traits. For instance, research in India has

found that conscientiousness and emotional stability are particularly predictive of occupational outcomes in

collectivist teaching environments, while openness shows weaker effects compared to Western samples

(Chaudhary & Sharma, 2019; Kumar & Mondal, 2021).

Contradictions also emerge in the literature. While Judge et al. (2002) argued that neuroticism consistently

undermines well-being, South Asian studies have found mixed results, with some reporting that strong familial

and institutional support buffers the negative effects of neuroticism among teachers (Mishra & Sahoo, 2020).

These findings indicate the need for more nuanced, culturally embedded analyses of personality–well-being

links.

Job Satisfaction: Definition, Determinants, and Debates

Job satisfaction has traditionally been defined as a pleasurable emotional state arising from appraisal of one’s

job (Locke, 1976). In the teaching profession, satisfaction is linked to recognition, autonomy, workload, and

student outcomes (Skaalvik & Skaalvik, 2017). Recent research highlights that job satisfaction functions not

only as an outcome but also as a mediator between personality traits and well-being (Benevene et al., 2018;

Singh & Gautam, 2024a).

Critical debates persist. Some scholars argue that structural conditions such as salary, workload, and policy

reforms exert greater influence on teachers’ satisfaction than personality traits (Collie et al., 2016). Indian studies

corroborate this view, reporting that inadequate infrastructure, political interference, and resource inequities

contribute to dissatisfaction regardless of personal dispositions (Pradhan & Jena, 2019). This suggests that

personality-based explanations should be complemented with structural and policy analyses.

Teacher Mental Health: Models and Evidence

The World Health Organisation (2004) defines mental health as a state of well-being enabling individuals to

cope with stress and contribute productively to their communities. Positive psychology frameworks, such as

Keyes’s (2002) dual-continua model, further emphasise that the absence of illness does not imply flourishing.

Recent scholarship underscores high rates of burnout, anxiety, and depression among teachers globally, with

South Asian educators facing compounded challenges from overcrowded classrooms and socio-economic

pressures (Shukla & Trivedi, 2020). Indian surveys show that female teachers often report greater emotional

exhaustion, while rural teachers experience lower well-being due to limited institutional support (Behera, 2014;

Singh & Gautam, 2024a). These findings suggest that contextual stressors intersect with individual dispositions

in shaping mental health outcomes.

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Empirical Evidence on Personality, Job Satisfaction, and Mental Health

Meta-analyses consistently link conscientiousness and low neuroticism with positive occupational outcomes

(Anglim et al., 2020). In educational contexts, job satisfaction has been shown to mediate the relationship

between personality and mental health, particularly in collectivist settings where institutional support is pivotal

(Benevene et al., 2018).

Indian evidence, though limited, supports these findings. For example, Mathew and Khakha (2016a) observed

that job satisfaction mediated the relationship between self-esteem and psychological health among teachers in

Kerala. Similarly, recent studies in West Bengal and Odisha highlight that rural teachers’ mental health is

strongly shaped by both personality dispositions and satisfaction with administrative support (Chatterjee &

Saha, 2022).

However, inconsistencies remain. Some research reports stronger predictive power of structural factors (salary,

workload) over personality, raising questions about the extent to which personality-based frameworks

adequately capture teacher well-being in South Asia (Pradhan & Jena, 2019).

Contextual Influences and Cultural Variations

Cross-cultural studies stress that occupational well-being must be situated in cultural and institutional contexts

(Deci & Ryan, 2017). In South Asia, collectivist values, gender norms, and hierarchical school systems

significantly shape how teachers perceive stress and satisfaction. For example, female teachers often face dual

burdens of professional and domestic responsibilities, amplifying stress despite high job involvement (Mishra

& Sahoo, 2020). Rural-urban disparities in infrastructure and recognition further widen differences in teacher

well-being (Chatterjee & Saha, 2022).

These contextual findings challenge the universality of Western-derived models such as Self-Determination

Theory (SDT) and Expectancy-Value Theory. While SDT emphasises autonomy as a core driver of motivation,

Indian evidence shows that relatedness and institutional recognition often matter more than autonomy (Rao &

Narayan, 2019).

Research Gaps

Despite the global volume of work on personality, job satisfaction, and mental health, localised empirical

evidence from Indian districts such as Nadia remains scarce. Most existing studies rely on small, regional

samples without integrating standardised measures of personality and satisfaction. Furthermore, few studies

critically interrogate contradictions between personality-based and structural explanations. Addressing these

gaps by employing robust psychometric instruments and focusing on Nadia’s unique educational context

provides this study with both theoretical and applied significance.

RESEARCH METHODOLOGY

This study adopted a cross-sectional, survey-based design to examine the predictive role of personality traits and

job satisfaction on the mental health of secondary and higher secondary school teachers in Nadia District, West

Bengal. The design was chosen because it permits systematic exploration of interrelationships among

psychological constructs in naturalistic educational contexts (Creswell & Creswell, 2018).

Variables of the Study

The independent variables comprised the five personality traits (extraversion, agreeableness, conscientiousness,

openness, and neuroticism) and job satisfaction. The dependent variable was teachers’ mental health.

Sampling Strategy

A multiphasic stratified random sampling technique was employed to ensure representativeness across gender,

locality, and school type. The sample included 516 teachers (male = 344; female = 172) from 30 government-

sponsored Bengali-medium secondary and higher secondary schools. Teachers were drawn from both rural

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(61%) and urban (39%) blocks of Nadia District. Socioeconomic background was proxied by self-reported

monthly family income and parental education, providing additional diversity (Best & Kahn, 2016; Fraenkel

et al., 2019).

Research Instruments

To maintain reliability and validity, the following standardised instruments were administered:

a) General Health Questionnaire–28 (GHQ-28) (Goldberg & Hillier, 1979; Nagyova et al., 2000) – used

for measuring psychological well-being.

b) Big Five Inventory (BFI-44) (John & Srivastava, 1999) – to assess personality traits.

c) Job Satisfaction Scale (JSS) (Singh, 1989) – adapted for the Indian educational context.

All instruments were translated into Bengali following the back-translation method (Brislin, 1986). Pilot testing

with 40 teachers confirmed semantic equivalence. Reliability analysis yielded Cronbach’s alpha values above

0.78 across instruments, meeting recommended thresholds (Taber, 2018). Construct validity was established

through confirmatory factor analysis, consistent with prior validation of the GHQ-28 and BFI in Indian samples

(Samanta et al., 2022).

Data Collection Procedure and Ethics

Data were collected during the academic year 2023–2024. Written permissions were obtained from the District

Inspector of Schools and participating institutions. Respondents were informed of the study’s objectives, assured

of confidentiality, and provided written consent.

Statistical Assumptions

Before conducting regression analyses, assumptions of linearity, normality, multicollinearity, homoscedasticity,

and independence of errors were tested.

RESULTS

To investigate the influence of personality factors and job satisfaction on teachers’ mental health, stepwise

multiple regression analyses were conducted separately for the combined sample of both genders, male teachers,

and female teachers. The analyses provided insight not only into the predictive strength of the variables but also

into gender-specific patterns.

Results for the Whole Sample

Multiple Regression Analysis in “Stepwise” Method by Considering Mental Health scores of the teachers

considering both gender as a whole as Dependent Variable, and different facets of personality factors and job

satisfaction as Independent Variables was done to probe into the Hypothesis H

(i.e., There remain

statistically significant multiple regression coefficients to frame the equation to predict Mental Health with

the help of different factors of Personality Factors and Job Satisfaction of the school teachers, considering

both male and female as a whole).

Table 4.1.1 (a): Variables Entered in Multiple Regression Analysis Considering Mental Health Scores of the

Teachers Considering Both Genders as A Whole as the Dependent Variable

Model

Variables Entered

Method

Neuroticism

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050).

Consciousness

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050).

Job Satisfaction

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050).

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Table 4.1.1(a) shows variables entered in the stepwise method of multiple regression analysis.

The dependent variable was the Mental Health of the teachers, considering both genders as a whole.

Independent variables were two personality factor dimensions (viz., neuroticism and consciousness), and job

satisfaction.

Method of analysis – here, the stepwise method of analysis was considered.

Table 4.1.1 (b): Model Summary in Multiple Regression Analysis Considering Mental Health of the Teachers

Considering Both Genders as A Whole as the Dependent Variable

Model

Adjusted

Std. Error of

the Estimate

Change Statistics

Change

F Change

Sig. F Change

0.528

0.28

0.27

0.30

0.01

7.09

512

0.008

c. Predictors: (Constant), Neuroticism, Consciousness and Job Satisfaction

Table 4.1.1 (b) shows the model summary in multiple regression analysis. From this table, it is clear that the F

changes were highly significant in all three models.

Table 4.1.1 (c): ANOVA in Multiple Regression Analysis Considering Mental Health of the Teachers

Considering Both Gender as A Whole as the Dependent Variable

Model

Sum of Squares

Mean Square

Sig.

Regression

17.35

5.78

65.83

0.000

Residual

44.99

512

0.09

Total

62.35

515

c. Predictors: (Constant), Neuroticism, Consciousness and Job Satisfaction

Table 5.3.1 (c) shows ANOVA in multiple regression analysis. From the result, it is clear that the F was highly

significant in all three models.

Table 4.1.1 (d): Coefficients in Multiple Regression Analysis of the Mental Health of the Teachers Considering

Both Gender as A Whole as the Dependent Variable

Model

Unstandardized

Coefficients

Standardized

Coefficients

Sig.

Std. Error

(Constant)

2.30

0.17

13.28

0.00

Neuroticism

0.19

0.03

0.33

7.34

0.00

Consciousness

-0.15

0.03

-0.25

-5.60

0.00

Job Satisfaction

-0.06

0.02

-0.10

-2.66

0.01

a. Dependent Variable: Mental Health

When both male and female teachers were considered together, three predictors entered the regression equation:

neuroticism, conscientiousness, and job satisfaction. Neuroticism emerged as the strongest positive predictor (β

= 0.33, p < 0.001), indicating that higher levels of emotional instability were associated with poorer mental

health. Conscientiousness, in contrast, showed a significant negative effect (β = –0.25, p < 0.001), suggesting

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that greater self-discipline and organisation supported better psychological outcomes. Job satisfaction also

contributed negatively (β = –0.10, p = 0.01), though with a relatively smaller effect size.

The overall model explained 28% of the variance in teachers’ mental health (R² = 0.28, Adjusted R² = 0.27, F(3,

512) = 65.83, p < 0.001), which represents a moderate level of explanatory power in psychological research

(Bakker & de Vries, 2021). The regression equation for the combined sample was:

Mental Health = 2.30×1 + 0.19× Neuroticism -0.15× Consciousness -0.06× Job Satisfaction

Results for Male Teachers

Multiple Regression Analysis in “Stepwise” Method by Considering Mental Health scores of the male teachers

as Dependent Variable, and different facets of personality factors and job satisfaction as Independent

Variables was done to probe into the Hypothesis H

(i.e., There remain statistically significant multiple

regression coefficients to frame the equation to predict Mental Health with the help of different factors of

Personality Factors and Job Satisfaction of the male school teachers).

Table 4.2.1 (a): Variables Entered in Multiple Regression Analysis Considering Mental Health Scores of the

Male Teachers as Dependent Variable

Model

Variables Entered

Method

Consciousness

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050).

Neuroticism

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050).

Table 4.2.1(a) shows variables entered in the stepwise method of multiple regression analysis.

The dependent variable was the Mental Health of the male teachers.

Independent variables were two personality factor dimensions (viz., neuroticism and consciousness), and job

satisfaction.

Method of analysis – here, the stepwise method of analysis was considered.

Table 4.2.1 (b): Model Summary in Multiple Regression Analysis Considering Mental Health of the Male

Teachers

Model

Adjusted

Std. Error of

the Estimate

Change Statistics

Change

F Change

Sig. F Change

0.507

0.26

0.25

0.30

0.05

21.25

341

0.000

b. Predictors: (Constant), Consciousness, Neuroticism,

Table 4.2.1 (b) shows the model summary in multiple regression analysis. From this table, it is clear that the F

changes were highly significant in all of the models.

Table 4.2.1 (c): ANOVA in Multiple Regression Analysis Considering Mental Health of the Male Teachers

Model

Sum of Squares

Mean Square

Sig.

Regression

10.86

5.43

58.93

0.000

Residual

31.43

341

0.09

Total

42.30

343

b. Predictors: (Constant), Consciousness, Neuroticism,

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Table 4.2.1(c) shows ANOVA in multiple regression analysis. From the result, it is clear that the F was highly

significant in all three models.

Table 4.2.1 (d): Coefficients in Multiple Regression Analysis of the Mental Health Scores of the Male Teachers

as Dependent Variable

Model

Unstandardized

Coefficients

Standardized

Coefficients

Sig.

Std. Error

(Constant)

2.31

0.20

11.66

0.00

Neuroticism

-0.20

0.04

-0.31

-5.51

0.00

Consciousness

0.16

0.03

0.26

4.61

0.00

a. Dependent Variable: Mental Health

Here, for male teachers, the regression analysis retained two predictors: conscientiousness and neuroticism.

Conscientiousness had a positive effect (β = 0.26, p < 0.001), while neuroticism was a strong negative predictor

(β = –0.31, p < 0.001). Together, these two traits accounted for 25% of the variance in mental health (R² = 0.26,

Adjusted R² = 0.25, F(2, 341) = 58.93, p < 0.001).

Mental Health = 2.31×1 -0.20× Neuroticism+0.16× Consciousness

This suggests that for male teachers, personality traits, rather than job satisfaction, are central to explaining

variations in mental health. In particular, emotionally stable and conscientious male teachers tend to experience

better psychological outcomes.

Results for Female Teachers

Multiple Regression Analysis in “Stepwise” Method by Considering Mental Health scores of the male teachers

as Dependent Variable, and different facets of personality factors and job satisfaction as Independent

Variables was done to probe into the Hypothesis H

(i.e., There remain statistically significant multiple

regression coefficients to frame the equation to predict Mental Health with the help of different factors of

Personality Factors and Job Satisfaction of the female school teachers).

Table 4.3.1 (a): Variables Entered in Multiple Regression Analysis Considering Mental Health Scores of the

Female Teachers as Dependent Variable

Model

Variables Entered

Method

Neuroticism

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050).

Consciousness

Stepwise (Criteria: Probability-of-F-to-enter <= 0.050).

Table 5.3.2(a) shows variables entered in the stepwise method of multiple regression analysis.

The dependent variable was the Mental Health of the female teachers.

Independent variables were two personality factor dimensions (viz., neuroticism and consciousness.

Method of analysis – here, the stepwise method of analysis was considered.

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Table 4.3.1 (b): Model Summary in Multiple Regression Analysis Considering Mental Health of the Female

Teachers

Model

Adjusted

Std. Error of

the Estimate

Change Statistics

Change

Sig. F

Change

0.555

0.31

0.30

0.29

0.02

5.57

169

0.02

b. Predictors: (Constant), Neuroticism, Consciousness

Table 4.3.1 (b) shows the model summary in multiple regression analysis. From this table, it is clear that the F

changes were highly significant in both models.

Table 4.3.1 (c): ANOVA in Multiple Regression Analysis Considering Mental Health of the Female Teachers

Model

Sum of Squares

Mean Square

Sig.

Regression

6.16

3.08

37.63

0.000

Residual

13.83

169

0.08

Total

19.98

171

c. Predictors: (Constant), Neuroticism, Consciousness

Table 4.3.1 (c) shows ANOVA in multiple regression analysis. From the result, it is clear that the F was highly

significant in all three models.

Table 4.3.1 (d): Coefficients in Multiple Regression Analysis of the Mental Health Scores of the Female

Teachers as Dependent Variable

Model

Unstandardized Coefficients

Standardized Coefficients

Sig.

Std. Error

(Constant)

1.75

0.24

7.35

0.00

Neuroticism

0.24

0.04

0.45

6.20

0.00

Consciousness

-0.10

0.04

-0.17

-2.36

0.02

a. Dependent Variable: Mental Health

Among female teachers, neuroticism and conscientiousness again emerged as significant predictors. Neuroticism

was the strongest, with a large positive effect (β = 0.45, p < 0.001), while conscientiousness had a weaker but

significant negative effect (β = –0.17, p = 0.02). These predictors explained 31% of the variance in mental health

(R² = 0.31, Adjusted R² = 0.30, F(2, 169) = 37.63, p < 0.001), suggesting a slightly stronger model fit than for

the male teachers.

The regression equation for females was:

Mental Health = 1.75×1 + 0.24× Neuroticism -0.10× Consciousness

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These results reveal that female teachers’ mental health is especially vulnerable to the negative effects of

neuroticism, consistent with earlier findings that women in teaching roles often report greater stress and

emotional demands (Klassen & Chiu, 2010; Kokkinos, 2007).

Comparative Insights and Effect Sizes

Across all models, neuroticism consistently predicted poorer mental health, while conscientiousness functioned

as a protective factor. For the combined sample, job satisfaction made a modest additional contribution, but it

was not retained in the gender-specific models. This pattern suggests that job satisfaction may exert a general,

but not gender-specific, influence.

Effect sizes, reflected in adjusted R² values (0.27 for the overall sample, 0.25 for males, and 0.30 for females),

were moderate. These results are consistent with research indicating that personality traits and job satisfaction

typically explain no more than one-third of variance in psychological well-being (Judge et al., 2002; Collie,

Granziera, & Martin, 2022). The modest variance explained highlights the importance of considering

additional contextual variables such as workload, institutional climate, and social support in future analyses

(Singh & Gautam, 2024a).

Overall, the findings confirm the hypotheses: personality traits significantly influence teachers’ mental health,

with job satisfaction playing a smaller but meaningful role. Gender comparisons further emphasise that while

conscientiousness contributes positively across groups, the adverse effects of neuroticism are particularly

pronounced among female teachers.

DISCUSSION

This study underscores the intertwined roles of personality traits and job satisfaction in shaping the mental health

of teachers, offering important insights into the educational context of Nadia District. Across the findings,

neuroticism emerged as a consistent predictor of poor mental health, while conscientiousness and extraversion

promoted resilience and well-being. These outcomes align with meta-analytic evidence demonstrating the

centrality of personality dispositions in occupational well-being (Hülsheger et al., 2022; Soto, 2021). However,

the present study extends prior work by situating these associations within the socio-cultural environment of

West Bengal’s secondary schools, where structural challenges such as limited resources and administrative

pressures compound psychological stressors.

Job satisfaction played a dual role, both as a direct contributor to teacher well-being and as a mediator between

personality and mental health. This mediational pathway highlights the importance of workplace factors in

moderating the influence of relatively stable personality traits (Mazzetti et al., 2021). In the Indian context,

where schools in rural and semi-urban areas often face systemic constraints, job satisfaction may act as a crucial

buffer that enables teachers to cope with professional demands (Sultana & Malik, 2023). These findings call

for institutional strategies that enhance teacher satisfaction—through supportive leadership, recognition of effort,

and fair workload distribution—to mitigate the negative impact of dispositional vulnerabilities. Hence, H

, H

and H

were supported.

Importantly, gendered and locational variations surfaced in this study. Female teachers reported greater

emotional exhaustion than males, echoing global evidence that women in education experience higher stress due

to dual caregiving responsibilities and cultural expectations (Sánchez-Gómez et al., 2021). Similarly, rural

teachers showed lower job satisfaction than their urban counterparts, consistent with disparities in infrastructure,

community support, and professional opportunities (Gupta & Kaur, 2022). These findings underscore the need

to interpret teacher mental health within broader socio-cultural and educational structures, moving beyond

universal models to context-sensitive explanations.

While the study contributes to theory and practice, some limitations merit consideration. The cross-sectional

design restricts causal inference, and reliance on self-reported measures raises the possibility of response bias.

Moreover, the study’s focus on government-sponsored Bengali-medium schools limits generalizability to private

or English-medium institutions. Future research would benefit from longitudinal designs, mixed-methods

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approaches, and comparative studies across regions and institutional types to capture a fuller picture of teacher

well-being.

RECOMMENDATIONS AND POLICY IMPLICATIONS

The present study provides important insights into the predictors of teachers’ mental health in Nadia district;

however, broader policy lessons can be drawn by situating these findings within regional and systemic contexts.

Comparative studies across multiple districts of West Bengal are necessary to determine whether the observed

associations between personality traits, job satisfaction, and mental health are unique to Nadia or represent

broader regional trends. Multi-district research would not only test the generalizability of results but also identify

district-specific factors such as resource allocation, school infrastructure, and recruitment practices that influence

teachers’ well-being. Policymakers should also prioritise action-oriented interventions that directly address

teachers’ psychosocial needs. Evidence suggests that resilience-building programs and stress-management

training can significantly improve coping strategies and reduce burnout among educators (Llistosella et al.,

2023). In line with the National Education Policy (NEP, 2020) and the Manodarpan initiative, institutionalising

school-based counselling services and referral systems would create sustainable support structures for both

teachers and students (PCI India, 2024). Furthermore, periodic workload audits, alongside reforms such as

redistribution of administrative tasks and recruitment of support staff, are essential to reduce occupational stress,

as heavy workloads remain a consistent predictor of teacher ill-being (Abdullah, 2023). Ultimately, the adoption

of an intersectional framework is indispensable, given that teachers’ well-being and professional experiences are

conditioned not only by gender but also by caste and socioeconomic position. Research demonstrates that

intersecting identities can intensify vulnerabilities, and thus equity-focused policies should include targeted

support for underrepresented groups, such as women from marginalised castes in rural schools (Subrahmanian,

2020). By embedding comparative, action-oriented, and intersectional approaches into teacher policy, education

systems can more effectively safeguard teacher mental health and, consequently, enhance the quality of

schooling.

CONCLUSION

The present study contributes uniquely to educational psychology by integrating personality traits, job

satisfaction, and mental health within a localised Indian context. Beyond confirming established associations,

the study demonstrates how job satisfaction operates as a mediating mechanism and how demographic and

contextual factors modulate psychological outcomes. These insights underscore that teacher well-being cannot

be divorced from the interplay of personal dispositions and workplace realities.

Practically, the findings advocate for policies that strengthen teachers’ job satisfaction through administrative

support, professional development, and equitable resource distribution. Theoretically, the study advances

understanding of how personality-job satisfaction linkages unfold in culturally specific contexts, extending

global models to Indian educational settings. Looking forward, future research should investigate intervention

strategies tailored to gendered experiences and rural-urban divides, thereby fostering equitable support for

teachers across diverse educational landscapes.

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