Abstract：
OBJECTIVE: The study aimed to determine the relationship between academic teaching staff\' mental health literacy levels and beliefs toward mental illness.
METHODS: This cross-sectional study was conducted with 357 academic teaching staff working at a state university in Turkey between July 2021 and February 2022.
RESULTS: Significant predictors of academic teaching staff\' beliefs toward mental illness were mental health literacy, department, receiving mental health literacy education, seeking psychiatric help before, having a family member with a mental disorder, willingness to work with someone with a mental disorder, experience with a student with a mental disorder in professional life, and thoughts that students with a mental disorder should continue education.
CONCLUSIONS: Mental health literacy is an important variable in reducing academic teaching staff\' negative beliefs toward mental illness. Therefore, training programs can be planned to increase the mental health literacy levels of academic teaching staff and change their negative beliefs toward mental illness.
METHODS: This cross-sectional study was conducted with 357 academic teaching staff working at a state university in Turkey between July 2021 and February 2022.
RESULTS: Significant predictors of academic teaching staff\' beliefs toward mental illness were mental health literacy, department, receiving mental health literacy education, seeking psychiatric help before, having a family member with a mental disorder, willingness to work with someone with a mental disorder, experience with a student with a mental disorder in professional life, and thoughts that students with a mental disorder should continue education.
CONCLUSIONS: Mental health literacy is an important variable in reducing academic teaching staff\' negative beliefs toward mental illness. Therefore, training programs can be planned to increase the mental health literacy levels of academic teaching staff and change their negative beliefs toward mental illness.
摘要：
目的：该研究旨在确定学术教学人员的心理健康素养水平与对精神疾病的信念之间的关系。
方法：这项横断面研究是在2021年7月至2022年2月期间在土耳其一所州立大学工作的357名学术教学人员进行的。
结果：学术教学人员对精神疾病的信念的重要预测因素是心理健康素养，部门,接受心理健康素养教育，以前寻求精神科的帮助，有一个患有精神障碍的家庭成员，愿意和有精神障碍的人一起工作，在职业生涯中与患有精神障碍的学生的经历，以及患有精神障碍的学生应该继续接受教育的想法。
结论：心理健康素养是减少学术教学人员对精神疾病的负面信念的重要变量。因此,可以计划培训计划，以提高学术教学人员的心理健康素养水平，并改变他们对精神疾病的负面信念。
方法：这项横断面研究是在2021年7月至2022年2月期间在土耳其一所州立大学工作的357名学术教学人员进行的。
结果：学术教学人员对精神疾病的信念的重要预测因素是心理健康素养，部门,接受心理健康素养教育，以前寻求精神科的帮助，有一个患有精神障碍的家庭成员，愿意和有精神障碍的人一起工作，在职业生涯中与患有精神障碍的学生的经历，以及患有精神障碍的学生应该继续接受教育的想法。
结论：心理健康素养是减少学术教学人员对精神疾病的负面信念的重要变量。因此,可以计划培训计划，以提高学术教学人员的心理健康素养水平，并改变他们对精神疾病的负面信念。
