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Introduction: Self-efficacy and social support are two important factors that influence mental health of teachers and enables them to tolerate stressful situations. The aim of this study is to predict the mental health of teachers through self-efficacy, social support and socio-economic status variables.
Methods: The population of this descriptive-correlational study consists of all elementary and secondary school teachers in Tehran city. 447 teachers with cluster random sampling are selected. To collect data, “General Health Questionnaire” (28- GHQ), "General Self-efficacy Questionnaire", "Social Support Questionnaire" and demographic form are used. The collected data are analyzed by SPSS.22.
Results: Results show a negative significant correlation between self-efficacy, social support with physical symptoms, anxiety and insomnia, social dysfunction and depression. Therefore, self-efficacy and social support can predict changes in physical symptoms, anxiety and insomnia, social dysfunction and depression among teachers (P < 0.001). Moreover, between housing status and salary there is a significant negative correlation with anxiety and insomnia, so they can significantly predict anxiety and insomnia among teachers (P ˂ 0.05).
Conclusions: Negative correlation between self-efficacy and social support with physical symptoms, anxiety and insomnia, social dysfunction and depression show that those variables could predict psychological disorders among teachers. Therefore, the higher self-efficacy and social support among teachers, better mental health. In order to increase the self-efficacy of teachers, it is recommended to provide social support and promote their socio-economic status. This will lead to mental health improvement.