EFFECT OF PERSONAL AND JOB-RELATED OUTCOMES OF PARANOID IDEATION AMONG TEACHERS

Abstract

This study investigates the impact of paranoid ideation on teachers' personal and jobrelated outcomes, focusing on well-being, job satisfaction, stress, and turnover intention, Teaching is a profession characterized by high emotional and cognitive demands, which
can exacerbate mental health issues such as paranoid ideation characterized by unfounded fears of being targeted for harm or persecution. Despite its potential impact, research on paranoid ideation among educators is limited, The study involved 100 teachers from both public and private schools. Participants completed self-report questionnaires, including the Depression Anxiety Stress Scale (DASS), Job Satisfaction Scale, Turnover Intention Scale, Short Warwick-Edinburgh Mental Well-being Scale (SWEMWBS), and Paranoid
Ideation Scale. Data were analyzed using linear regression and Pearson correlation to explore the relationships between paranoid ideation and key outcomes, Paranoid ideation showed a positive correlation with turnover intention (r = 0.19, p < 0.05) and stress (r =
0.38, p < 0.001). It was negatively correlated with well-being (r = -0.09, p < 0.05) and job satisfaction (r = -0.24, p < 0.001). Paranoid ideation significantly predicted increased turnover intention and stress, as well as decreased well-being and job satisfaction, Paranoid ideation adversely affects teachers by increasing stress and turnover intention while decreasing well-being and job satisfaction. The findings underscore the need for interventions to improve mental health and job satisfaction within educational settings. Future research should explore the underlying mechanisms of these relationships and consider the role of external work environment factors.