The relationship between psychological well-being and depression, anxiety, stress, stress coping and life satisfaction in primary school teachers

This study aims to examine the relations between psychological well-being and depression, stress, anxiety, coping with stress and life satisfaction in primary school teachers. A total of 395 classroom teachers participated in the research, gender distribution of the participants was as follows; 289 women and 106 men. To collect data in the research, the scales and form was delivered to the participants via Google Forms, and the data were collected in the form of simple samples. In the study, teacher well-being was examined according to various variables. Forms that were completed by the participants are; Informed consent, demographic information, Depression Anxiety Stress Scale Short, Life Satisfaction Scale, Psychological Well-Being Scale, and Ways of Coping with Stress Scale. In addition to the relations of scales comparison of all collected data, it was also examined whether the answers were given to each scale differently according to the demographic characteristics of participants. Pearson Correlation Analysis and Multiple Linear Regression Analysis were used to determine relationships between scale scores. ANOVA, Kruskal Wallis H Test, and Independent Groups t-Test were used to discover the differences between groups. The assumption that the variances are homogeneous was examined with the Levene Test, and the t-Test was conducted in the cases where the variances are not homogeneous. The data were analyzed with the SPSS 25 program. According to the research findings, as psychological well-being increases positive coping methods and life satisfaction increase; depression, anxiety, and negative coping methods decrease. Considering the predictive effect of psychological well-being, depression was predicted negatively and self-confident approach, optimistic approach, and life satisfaction were predicted positively. Keywords: Well-being, Depression, Stress.