Teachers' Relationships with Administrators and Colleagues while Overcoming Difficult Situations: The effects of self-selfobject experiences

Abstract

The mental health of Japanese teachers has deteriorated over the past several years. Since teachers' mental health is affected by their interactions with administrators and colleagues, this study captures the specific qualities of the self-selfobject experience that provides practical support to help teachers maintain and promote their mental health and understand how to interact with others. This study aimed to examine the nature of support using self-psychology (Kohut, 1971, 1977). To do so, three teachers were interviewed about the process of overcoming difficult situations; their interviews were analyzed using qualitative data analysis methods. We used the steps for coding and theorization (SCAT) to discuss the results and better understand how the teachers viewed their interactions with others in difficult situations from the perspective of the self-selfobject experience. We then clarified what specific supports should be available for teachers to maintain their mental health, and explained the process of healthy development of the teacher's self.