ASSOCIATION BETWEEN SOCIAL SUPPORT, COPING STYLES, AND PSYCHOLOGICAL WELL-BEING AMONG TEACHERS

Abstract

Teachers operate in socially complex and emotionally demanding environments where continuous interpersonal interactions, heavy workloads, and role expectations increase vulnerability to stress and compromised mental health. Social support acts as a protective factor by buffering stress and enhancing coping, while coping styles both problem-focused and emotion-focused influence how individuals manage demands that exceed personal resources. Psychological well-being, reflected in autonomy, personal growth, environmental mastery, purpose in life, self-acceptance, and positive relations, represents effective functioning. This study examined the relationships among social support, coping styles, and psychological well-being in teachers within a South Asian context.

Using a correlational research design, data were collected from (N-117) teachers aged between19 years and above with a minimum of six months of teaching experience. Participants completed the Social Support Questionnaire, Coping Efficacy Questionnaire, and the 18-itemRyff Psychological Well-Being Scale. Data were analyzed using SPSS-27.

Results showed significant positive correlations among social support, coping strategies, and psychological well-being among teachers. Appraisal support was strongly positive with others, while both problem-focused and emotion-focused coping were positively related to several dimensions of well-being. All scales demonstrated acceptable reliability. Gender comparisons revealed no significant differences across study variables, indicating comparable functioning among male and female teachers. Overall these findings highlight the role of social support and adaptive coping in enhancing teachers’ psychological well-being.