Yulin Shi, Intan Marfarrina Omar
Background and Purpose: This review explores self-management components and recovery-oriented principles for promoting mental health among secondary school teachers. It aims to identify teacher self-management components, examine recovery-oriented mental health principles, and develop a recovery-oriented self-management framework. Methodology: Guided by the PRISMA framework, this systematic review analysed 18 peer-reviewed journal articles, including nine studies on teacher mental health self-management and nine studies on recovery-oriented mental health principles. Findings: The review identified three teacher self-management components: personal self-care and self-compassion, emotional self-regulation and coping competence, and digital self-management literacy. Four recovery-oriented principles were also identified: hope, meaning, and personal recovery; self-determination, autonomy, and empowerment; person-centred, dignity-based, and culturally sensitive support; and collaboration, social support, and system-level coordination. These findings suggest that teacher mental health self-management should be understood as an active and recovery-oriented process rather than only stress reduction. Contributions: This review proposes a recovery-oriented self-management framework for secondary teachers’ mental health. It contributes to teacher wellbeing research by connecting self-management literature with recovery-oriented mental health principles and provides directions for future teacher training, school-based wellbeing programmes, and mental health promotion policies. Keywords: Mental health, recovery-oriented practice, secondary school teachers, self-management, systematic literature review. Cite as: Shi, Y., & Omar, I. M. (2026). Recovery-oriented self-management framework to promote mental health among secondary school teachers: A systematic literature review. Journal of Nusantara Studies, 11(2), 306-325. http://dx.doi.org/10.24200/jonus.vol11iss2pp306-325