Depression Levels of the Elementary School Teachers

Just as Essential: The Mental Health of Educators During the COVID-19 Pandemic

OBJECTIVE

The coronavirus disease 2019 (COVID-19) pandemic deleteriously impacted physical and mental health. In the summer of 2020, return-to-learn plans were enacted, including virtual, hybrid, and in-person plans, impacting educators and students. We examined (1) how return-to-learn plan was related to depressive and social anxiety symptoms among educators and (2) how psychological flexibility related to symptoms.

METHODS

Educators (N = 853) completed a survey via Qualtrics that assessed internalizing symptoms, psychological flexibility, and occupational characteristics. Two one-way analyses of variance (ANOVAs) examined between-group differences in return-to-learn plans across depression and social anxiety. Two hierarchical linear regressions examined the relation between psychological flexibility components and depressive and social anxiety symptoms.

RESULTS

Median T-scores were well above the national normative means for General Depression (median T-score: 81) and Social Anxiety (median T-score: 67). There were no significant differences between reopening plans in general depression nor social anxiety T-scores. Psychological flexibility accounted for 33% of the variance in depressive symptoms and 24% of the variance in social anxiety symptoms.

CONCLUSIONS

Results indicated high levels of psychiatric symptoms among educators during COVID-19, and psychological flexibility was associated with lower symptoms. Addressing educator mental health is of utmost importance in future research.

Amujiri B, Ani CKC, Ngwu CN, Nwankwo FM, Okoli CN, Eze HO, Orabueze FO, Ogbu EO, Okoro KN, Solomon KC, Okeke IJ, Nwamuo BE, Ani U, Moguluwa SC, Akanaeme IN. Effectiveness of rational emotive occupational health coaching in reducing burnout symptoms among teachers of children with autism

BACKGROUND/OBJECTIVES

The negative impacts of Job-related burnout on job performance have been widely documented in the literature. Burnout accounts for both physical and mental health outcomes that increase work turnover in teachers, especially those who teach special needs children, like those with Autism Spectrum Disorders (ASD). The current study assessed the effectiveness of Rational Emotive Occupational Health Coaching (REOHC) in minimizing job burnout amongst autistic children teachers in Anambra state, Nigeria.

METHOD

The study used a group-randomized waitlist control trial design. teachers who teach ASD children in private and public special and inclusive schools participated in the study. All participants were randomly allocated to REOHC and waitlist group (WLG). REOHC group were exposed to a single session 120 min REOHC programme every week for 12 weeks. Data were collected using Maslach Burnout Inventory for Educators (MBI-ES), at baseline; post-intervention as well as follow-up evaluations 1 and 2 evaluations. All the data gathered for the study were analysed using mean, Standard Deviation (SD), t-test statistics, repeated measures ANOVA, and charts.

RESULTS

Results indicated a significant decrease in teachers' burnout, following REOHC intervention, which was sustained through follow-ups 1 and 2.

CONCLUSION

In conclusion, we stated that REOHC is valuable in treating burnout symptoms in teachers of children with ASDs.

Yoga complemented cognitive behavioral therapy on job burnout among teachers of children with autism spectrum disorders

BACKGROUND/OBJECTIVE

Job burnout is a syndrome of reaction to chronic job-related stress which affects overall health, limits occupational efficacy, and personal accomplishments of employees thereby thwarting organizational outcomes. Burnout symptoms are common among teachers of children with autism spectrum disorders (ASD) and affect the academic progress of the children. This study investigated the effectiveness of Yoga-based cognitive behavioral therapy (Y-CBT) in reducing occupational burnout among teachers of children with autism in Lagos States, Nigeria.

METHODS

A group-randomized control-trial with immediate intervention and waitlist control groups was design was adopted. Participants included 58 teachers of children with autism in public and private special schools in the area. Participants were randomly assigned to Y-CBT (N = 29) and waitlist control (N = 29) groups. The Y-CBT group participated in a 2 hours Y-CBT program weekly for 12 weeks. Three instruments Demographic variable, Single Item Stress Questionnaire (SISQ), and Maslach Burnout Inventory-Educators' Survey (MBI-ES) were used to collect data. Data were collected at baseline; post-test and follow-up evaluations. Data were analyzed using means, standard deviations, t test statistics, repeated measures analysis of variance, and bar charts.

RESULTS

Results revealed that job-burnout reduced significantly at post-test assessment among the Y-CBT group compared to the waitlisted group. The reduction in the participant was sustained across 3months follow-up evaluation.

CONCLUSION

It was concluded that Y-CBT modalities could help to reduce the burnout symptoms among teachers of children with ASD.

Prevalence of somatic and psychiatric morbidity across occupations in Switzerland and its correlation with suicide mortality: results from the Swiss National Cohort (1990-2014)

BACKGROUND

Suicide is a major and complex public health problem. In Switzerland, suicide accounts for about 1000 deaths yearly and is the fourth leading cause of mortality. The first nationwide Swiss study of suicides identified eight male and four female occupations with statistically significant excess of suicide compared to the general Swiss population. Working time, self-employer status, low socio-economic status and low skill level required for occupation were associated with increase in suicide risk. Presently, we aim to compare the distribution of suicide risk across occupations with the prevalence of somatic and psychiatric morbidity in Swiss working-aged adults. We hypothesized that some diseases would cluster in particular occupations, indicating potential work-relatedness of suicides found in these occupations.

METHODS

We used the Swiss National Cohort (SNC) and included 10575 males and 2756 females deceased by suicide between 1990 and 2014. We estimated the prevalence of 16 categories of concomitant diseases in each occupation, using national mortality records, and assessed the homogeneity of diseases distribution across occupations. For diseases, which prevalence varied significantly across occupations, we analyzed the correlation with the distribution of suicide risk, estimated as the standardized mortality ratio (SMR) of suicide.

RESULTS

Mental and behavioral disorders were the most commonly reported concomitant diseases in our population. In men, the prevalence of these disorders and more specifically, the prevalence of substance-related and addictive disorders, and of psychotic disorders varied significantly across occupations and was correlated with the SMR of suicide. The prevalence of malignant neoplasms and the prevalence of diseases of the musculoskeletal system and connective tissue also varied significantly across male occupations, while in women, such a variation was observed for neoplasms of uncertain or unknown behavior and diseases of the nervous system and sense organs, without being correlated with the SMR of suicide.

CONCLUSION

Some of the identified morbidities can be occupation-related and could negatively affect the working capacity and the employability, which in turn could be related to the suicide. Disentangling concomitant diseases according to their work-relatedness and relationship with the suicide risk is important for identifying occupation-related suicides, understanding their characteristics, and developing appropriated interventions for their prevention.

Teachers Between Job Satisfaction and Burnout Syndrome: What Makes Difference in Czech Elementary Schools

As has been shown by several studies, teaching is a highly stressful occupation (Johnson et al., 2005), and most teachers experience work stress. Long-term stress decreases job satisfaction and can result in chronic exhaustion which can develop into burnout syndrome. Implications of burnout syndrome are strongly negative both for the personal and professional life of teachers. As burnout syndrome puts teachers’ well-being, quality of the teaching process and relationships with students at risk, it is important to seek ways to avoid teachersÉ’ burnout. Many studies have confirmed the protective role that coping strategies play in managing stressful situations, teacher’s self-efficacy or social support. In previous studies, a negative connection was found between burnout syndrome and job satisfaction. Job satisfaction is a crucial element in the definition of wellbeing. We find wellbeing rather not as a resource for burnout prevention but as an opposite state to burnout syndrome. The paper presents a quantitative survey on burnout syndrome and related variables among Czech elementary school teachers (n = 2,394). According to burnout score, two subgroups were selected – teachers with no burnout manifestations and teachers with developing/developed burnout syndrome. Through the statistical analysis, these two groups were compared in job satisfaction, self-efficacy, coping strategies, and social support. The study shows significant differences between the two groups of teachers in all examined variables. The strongest impact on burnout syndrome was found for negative coping.