Coping Strategies Moderating Self-Efficacy and Mental Health Among Malaysian Secondary School Counselling Teachers
Abstract
Full-time Guidance and Counseling teachers carry significant responsibilities in executing their duties effectively, particularly in the context of student education and well-being. Their ability to carry out these responsibilities is influenced by several key factors, including self-efficacy, mental health, and the coping strategies they employ. This quantitative study aims to determine whether coping strategies function as a moderator in the relationship between self-efficacy and mental health among guidance and counseling teachers in Malaysian secondary schools. A stratified random sampling method was used, and a total of 377 secondary school guidance and counseling teachers were selected as respondents. The questionnaire used to measure self-efficacy was adapted from the School Counselor Self-Efficacy Scale (SCSE), mental health from the Psychological Well-Being Scale (PWB), and coping strategies from the Coping Strategies Inventory (CSI). Descriptive data were analyzed using the Statistical Package for the Social Sciences (SPSS). Regression analysis results showed that coping strategies were a significant moderator in the relationship between self-efficacy and mental health. Self-efficacy and mental health subconstructs were significantly related (β = 0.11–0.16, p = 0.000), while coping strategies were not significantly related to either self-efficacy (β = 0.05, p = 0.000) or mental health (β = -0.01–0.03, p = 0.000). Therefore, coping strategies showed a weak effect on the subconstructs of self-efficacy and mental health. In conclusion, coping strategies as a moderator did not show a significant effect on the relationship between self-efficacy and mental health among secondary school guidance and counseling teachers.
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