Introduction: Mental health literacy is receiving increasing research attention due to growing concerns for mental health globally. Among children, teachers have recently been recognized as playing a vital role in the recognition and reporting of potential mental health issues.
Methods: A nationally sampled cross-section of teachers was surveyed to examine the discriminant validity of the mental health literacy measure across levels of teaching. A survey collected a total of 369 teacher responses in Switzerland (Kindergarten = 76, Primary = 210, Secondary = 83). Item response theory (IRT) analyses were conducted.
Results: Inspection of psychometric properties indicated removal of two weak performing items. The 15-item measure exhibited a significant mean difference, such that class-responsibility function scored higher (= 2.86, = .45) than non-responsible function (= 2.68, = .45) teachers [() = -2.20, = .01]. It also exhibited a significant mean difference, such that more subjective experienced scored higher (= 2.86, = .45) than less subjective experienced (= 2.68, = .45) teachers [ = -8.66, < .01].
Discussion: Hypotheses regarding age and role tenure were in the expected direction, but non-significant. The MHL measure for teachers demonstrated sound measurement properties supporting usage across teaching levels.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10896949 | PMC |
| http://dx.doi.org/10.3389/fdgth.2024.1257392 | DOI Listing |
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