The Predictive Role of Sleep Quality on Positive and Negative Affect Among Educators: Exploring the Interaction of Gender and Sleep Quality on Emotions

The study aims to understand the predictive role of sleep quality on positive and negative affect among educators: Exploring the interaction of gender and sleep quality on emotions. A total of 121 teachers, 61 men and 60 women, from both government and private schools in urban and rural areas of Bengaluru participated in the study. We used a quantitative, correlational method and gathered data using two tools: the Pittsburgh Sleep Quality Index (PSQI) and the Positive and Negative Affect Schedule (PANAS). The results were analyzed using correlation, regression, and two-way ANOVA. Findings showed that around 40% of the teachers had poor sleep quality. However, there was no a significant difference between male and female teachers in this regard. Teachers with poor sleep reported lower positive emotions like motivation and higher negative emotions such as stress. Sleep duration was the key factor influencing emotional well-being. Other contributors to positive emotions included daytime fatigue, sleep efficiency, and use of sleep aids, explaining over 85% of the variation. Negative emotions were mainly linked to short sleep, disturbances, and tiredness, accounting for nearly 79% of the variation. While gender did not have a major effect, women showed slightly more emotional benefits from good sleep, supporting the need for gender-sensitive wellness programs. The study highlights the importance of including sleep health in teacher support systems. Suggestions include adding sleep education, reducing work pressure, offering mental health support, and encouraging activities like mindfulness or exercise. Though insightful, the study has some limits, such as relying on self-reports, a single location, and not considering other lifestyle factors. Future studies should track sleep objectively, include more locations, and look at diet and physical activity as well.