Buffering Teacher Distress: Co-Worker Support and Psychological Capital as Protective Resources

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Abstract
The aim of this study is to reveal the mediating role of psychological capital in the relationship between co-worker support and depression, anxiety, and stress among teachers. Data were collected from teachers working in public schools in Türkiye. A total of 407 teachers aged between 23 and 62 years participated in the study. For data collection, a Demographic Questionnaire, Co-Worker Support Scale (CSS), Psychological Capital Perception Scale (PCPS), and Depression Anxiety Stress Scale – 21 (DASS-21) were administered. Pearson correlation analysis was used to determine the relationships between variables, and mediation analyses were conducted based on structural equation modeling (SEM) using SPSS 28 and AMOS 24. The analysis results showed that psychological capital plays a partial mediating role in the relationship between co-worker support and depression, anxiety, and stress among teachers. Our findings indicate that co-worker support and psychological capital serve as protective factors against depression, anxiety, and stress. The overall picture indicates that co-worker support and psychological capital are crucial factors that promote mental health and psychological well-being of teachers. The loneliness and isolation teachers experience in the work environment can negatively impact their psychological capital and intensify symptoms of depression, anxiety, and stress. Based on these results, fostering a supportive school climate that encourages co-worker support is recommended to enhance teachers’ psychological capital and well-being.

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