Unlocking Teacher Excellence: How Emotional Self-Awareness and Self-Confidence Shape Mental Well-Being through Professional Competence in High School Teachers
DOI:
https://doi.org/10.61806/al-tatawur.v3i4.81Keywords:
Emotional Self-Awareness, Mental Health, Secondary School Teachers, Self-Confidence, Teacher CompetencyAbstract
This study examines the impact of secondary school teachers in Merauke's emotional self-awareness, self-confidence, and mental health on their abilities as teachers. The mediating role of teacher competency in this association is also examined in this study. One hundred fifty-seven secondary school teachers randomly chosen from various schools in the Merauke City region made up the research sample. A questionnaire was used to gather the information. The AMOS-24 software used multivariate analysis and mediation tests to examine the association between factors. According to the study's findings, emotional self-awareness, self-confidence in one's mental health, and teacher competence all have a positive and substantial association. Additionally, it was discovered that the relationship between emotional self-awareness, self-confidence, and mental health is mediated by teacher competence. That is, when educators possess high levels of emotional self-awareness and self-assurance, they are more likely to support their colleagues' mental health, impacting their professional competence. Bandura's concepts of self-efficacy, emotional intelligence theory, and stress and coping theory all have implications for theory. This idea offers a framework for comprehending how mental health, self-assurance, and emotional self-awareness affect teacher competency and the standard of learning.
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