Izvorni znanstveni članak
https://doi.org/10.5559/di.35.0.00
Teacher Perceptions of School Climate and Two Dimensions of Mental Health: A Cross-Lagged Panel Analysis
Miranda Novak
orcid.org/0000-0002-7220-7858
; Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Zagreb, Hrvatska
*
Darko Roviš
; Sveučilište u Rijeci, Medicinski fakultet, Rijeka, Hrvatska
Gabrijela Vrdoljak
; Sveučilište Josipa Jurja Strossmayera u Osijeku, Filozofski fakultet, Osijek, Hrvatska
* Dopisni autor.
Sažetak
This study aims to examine the dynamic relationships between
school climate, psychological distress, and teacher well-being
across two time points. Using a two-wave panel design, the research
was conducted among 189 Croatian high school
teachers with an approximately 10-month lag. Structural
equation modeling was applied to analyse the cross-lagged
relationships between the study variables over time. The analyses
indicated that, among the structural specifications, the
causal model was the most parsimonious. Teachers with better
perceptions of the school climate at Time 1 had fewer psychological
distress symptoms at Time 2, but the reciprocal effect of
well-being and distress was not confirmed. These findings
underscore the importance of the school environment as a key
factor in shaping teacher experiences rather than focusing solely
on individual attributes and support systemic investments in
positive school climate.
Ključne riječi
teacher well-being; teacher mental health; psychological distress; school climate; high-school
Hrčak ID:
346071
URI
Datum izdavanja:
9.2.2026.
Posjeta: 325 *