教師の賞賛行動と教師自身のメンタルヘルスの関連性: 小学校・中学校教師を対象とした教師用賞賛行動測定尺度による研究から

[Purpose] Previous research has shown that teachers’ perceptions of their students and their efficacy as teachers are re- lated to burnout, one of the issues of teachers’ mental health, and work engagement, the complementary factor to burnout. On the other hand, it has also been suggested that teachers’ praise may have a positive influence on their perceptions of students and their efficacy as teachers. The present study examined the hypothesized mod- el that teachers’ praise influences their own mental health through the perceptions of their students and their efficacy as teachers.
[Methods] A questionnaire was given to 147 public elementary or junior high school teachers. The hypothesized mod- el was examined with Structural Equation Model (SEM) analysis.
[Results] The results of the SEM showed that the teachers’ praise influenced their own mental health through their perception of their students and their efficacy as teachers. Even when stressors from students were included in the model, teachers’ praise had a positive influence on their perceptions of students.
[Discussion] The results indicate that teachers’ praise has a positive influence on their own mental health by reducing burnout and increasing work engagement, as a result of them making their perception of their students posi- tive and increasing their efficacy as teachers. Even when stressors caused by students are present, praising stu- dents can make their perceptions of students positive. The present study shows that teachers’ praise has posi- tive effects not only on students, but also on the teachers themselves; thus, regarding the effect of teachers’ praise, the interaction of teachers and students should be also considered.