Psychosocial Predictors of Positive Self-Evaluation and Perception of Reality Dimensions of Mental Health of Teachers in Government and Private Schools

The present study aspired to investigate whether Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills are significant predictors of Positive Self-evaluation and Perception of Reality dimensions of Mental Health in Government and Private School Teachers. It was hypothesized that Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills will be significant predictors of Positive Self-evaluation and Perception of Reality dimensions of Mental Health in Government and Private School Teachers. A purposive sample of 400 3rd Grade School Teachers 200 from Government Schools and 200 from Private Schools from Rajasthan State was selected. The Predictor Variables were measured by Emotional Intelligence Scale (EIS) (Hyde, Pethe,&Dhar, 2001), NEO-PI (R) (McCrae&Costa, 2003), Presumptive Stressful Life Events Scale (Singh et al., 1981) and Ways of Coping Questionnaire (WCQ) (Folkman&Lazarus, 1986) whereas the Criterion/Outcome Variables were measured by Mental Health Inventory (MHI) (Singh&Srivastava, 1983). The Correlational Research Design along with Regression Model was employed. The Multiple Regression Analysis was computed to investigate whether Emotional Intelligence, Personality, Presumptive Life Stress and Coping Skills are significant predictors of Positive Self-evaluation and Perception of Reality dimensions of Mental Health in Government and Private School Teachers. It was empirically provide that Emotional Intelligence was a significant positive predictor whereas Presumptive Life Stress was a significant negative predictor of Positive Self-evaluation and Perception of Reality dimensions of Mental Health in Government and Private School Teachers. The results are interpreted in the light of existing researches.