ABSTRACT

This study examined the influence of mental health and quality of life on teachers’ teaching quality, with a focus on Shuidong Middle School in Maoming City, Guangdong Province, China. Recognizing the critical role of educators in student development, the research investigated how psychological well-being and life satisfaction impact teaching effectiveness. Utilizing a mixed-methods approach, including quantitative surveys and qualitative interviews, the study explored factors such as age, gender, education level, and teaching experience that affect teachers’ mental health and quality of life. Findings indicated a strong correlation between stress, burnout, and reduced teaching quality, emphasizing the need for comprehensive mental health support and welfare strategies. Shuidong Middle School’s initiatives, such as mental health programs and professional development workshops, serve as a model for creating supportive teaching environments. This research aimed to provide actionable recommendations for educational institutions, highlighting the importance of addressing teachers’ mental health to enhance educational outcomes and foster a positive learning environment.

Keywords: Mental health, quality of life, teaching quality, classroom management, mixed-methods research.
https://doi.org/10.57180/jdlf3596