Association Between Chronic Health Conditions and Quality of Life in Rural Teachers

Tobacco consumption and quality of life among teachers: a bidirectional problem

Objective

This study aimed to assess a bidirectional relationship between tobacco consumption and quality of life among Chilean teachers.

Participants and methods

A total sample of 647 Chilean teachers was included in a cross-sectional study (71.8% female). Teachers completed a socio-demographic questionnaire, tobacco consumption habits, and the SF-36 questionnaire to assess quality of life. Logistic regression models were employed for statistical analysis of quality of life (physical component summary; mental component summary), and tobacco consumption habits, adjusted for socio-demographic characteristics.

Results

A total of 34.2% of teachers were smokers, with the majority (68.7%) being under 45 years old. Smoking teachers demonstrated lower quality of life scores, particularly mental health and emotional problems dimensions, and mental component summary (p < 0.05) versus nonsmoking teachers. Teachers with tobacco consumption had a higher risk of low mental component summary (OR: 1.74; p < 0.001), and those with low mental component summary were more likely to be smokers (OR: 1.77; p < 0.002).

Conclusion

These findings indicate that tobacco consumption adversely affects the quality of life of Chilean teachers, especially their mental health. Psychological support should be provided to help teachers cope with work stress and tobacco consumption.

Effects of a pulmonary rehabilitation program on pulmonary function, exercise performance, and quality of life in patients with severe COVID-19

BACKGROUND

Severe coronavirus 2019 disease (COVID-19) causes acute hypoxemic respiratory failure requiring invasive mechanical ventilation (IMV). Once these symptoms are resolved, patients can present systemic deterioration.

OBJECTIVE

The two objectives of this study were as follows: to describe the results of a pulmonary rehabilitation program (PRP), which is divided into three groups with different numbers of sessions (12, 24, and 36), and to associate the variables of pulmonary function, exercise performance, and functionality with the number of sessions and functional improvement.

DESIGN

Prospective, observational study.

METHODS

PRP consisted of aerobic + strength + flexibility exercises under the supervision and individualized into 12, 24, or 36 sessions (12s, 24s, and 36s), depending on the evolution of each patient. At the beginning of the study and immediately after the intervention, forced vital capacity (FVC), maximal inspiratory pressure, 6-minute walk test (6MWT), sit-to-stand test (STS), maximal handgrip strength (HGS), Fatigue Assessment Scale, Post-COVID-19 Functional Status (PCFS), and health-related quality of life (HRQoL) were measured.

RESULTS

The proposed PRP demonstrated a positive effect on pulmonary function, exercise performance, and HRQoL, regardless of the number of sessions. A higher score on the PCFS and more days on IMV were associated with the increased likelihood of needing more sessions, whereas more meters on the 6MWT in the initial evaluation was associated with a reduced likelihood of needing more sessions. Finally, more repetitions on the STS and less distance covered on the initial 6MWT were associated with a greater improvement in exercise performance evaluated with the 6MWT.

CONCLUSION

Supervised and individualized PRP for patients with severe post-COVID-19 improves pulmonary function, exercise performance, functionality, and quality of life. Functionality, distance covered on the 6MWT, and the days on IMV are central to the scheduling of the number of sessions for these patients.

Stress and Well-Being of Greek Primary School Educators: A Cross-Sectional Study

The teaching profession has always been challenging, while for various reasons the magnitude of observed stress in teachers has been continually growing over time. This study was conducted to demonstrate the relevance of stress in this professional group and to generate evidence for the benefit of primary school teachers and, indirectly, their pupils. To this end, we examined a large number of school teachers in a descriptive cross-sectional study. The survey comprised 786 primary school instructors aged 21 to 65 years, 646 women (82.2%) and 140 males (17.8%), and was performed from March to October 2022. Participants were asked about their gender, age, marital status, place of domicile, satisfaction with their income, whether their income met their needs, number of children, whether they cared for a person with a disability, work experience, alcohol use, eating patterns, and their height and weight for computation of their Body Mass Index (BMI). The survey included the Teacher Subjective Well-being Questionnaire (TSWQ), the Perceived Stress Scale (PSS), the Healthy Lifestyle and Personal Control Questionnaire (HLPCQ), and the Pittsburgh Sleep Quality Index (PSQI). The results showed that there were significant differences between the two sexes in age, marital status, work experience, smoking, alcohol use, and eating breakfast. Furthermore, there were significant differences between the two sexes in BMI, PSS Total, Dietary Health Choice, Harm Avoidance and Total HLPCQ. The variance of PSS Total was predicted by Sex, Teacher Efficacy, Total PSQI, Dietary Health Choice, organized physical exercise, social support and mental control, and Total HLPCQ. Between teacher efficacy, school connectedness, teacher well-being, organized physical exercise, social support and mental control, Total HLPCQ and PSS Total, the correlation coefficients were negative and significant at the <0.05 level. Between Total PSQI and PSS Total, the correlation coefficient was positive and significant at the <0.05 level. Between teacher efficacy, school connectedness and teacher well-being, organized physical exercise, social support and mental control, Total HLPCQ and Total PSQI, the correlation coefficients were negative and significant at the <0.05 level. In summary, we demonstrated that Greek primary school teachers experience significant stress, which is intertwined with their way of life, and reflected in significant decreases in their sense of well-being, quality of sleep, and overall life satisfaction, as well as in their standards of teaching.

The impact of online office on social anxiety among primary and secondary school teachers-Considering online social support and work intensity

The COVID-19 has had a major impact on the global education system. In order to ensure the normal implementation of education courses, governments and education departments around the world have taken corresponding emergency measures. Based on data from 384 validated questionnaires, this study explored the effects of teleworking practices, work intensity, and online social support on social anxiety among primary and secondary school teachers. The results found that teleworking was more likely to cause social anxiety among teachers, while work intensity could promote social anxiety and online social support could reduce the probability of social anxiety. Work intensity can weaken the influence of partner support on social anxiety. Moreover, the model path coefficients differed across work styles. Based on the results, this study proposes some policy recommendations in order to provide theoretical guidance for improving social anxiety among primary and secondary school teachers and promoting the quality of educational work.

SCHOOLTEACHERS' PERSONAL-PROFESSIONAL HEALTH-PROTECTING FACTORS

OBJECTIVE

Aim: To study the risk factors in patients with prediabetes that can lead to the progression of impaired glucose tolerance in the form of type 2 diabetes mellitus.

PATIENTS AND METHODS

Materials and methods: The selection of patients for this study was carried out on an outpatient basis at the Department of Therapy and Family Medicine, Uzhhorod National University. Patients with prediabetes were identified based on the American Diabetes Association criteria. Informed consent was obtained from all patients before the start of the study. Patients were randomly assigned to one of two groups: Group 1 (n=37) that received typical treatment according to the recommendations of the American Diabetes Association and the control Group 2 (n=42). At the 3rd year of the study, we determined the body mass index, glucose levels and glycated hemoglobin levels of the patients, also their medical documentation was analyzed and patients were interviewed about concomitant diseases.

RESULTS

Results: Analyzing the 3-year follow-up of patients with prediabetes, cases of type 2 diabetes mellitus were detected in both groups, but there is no statistically significant difference when comparing the indicators between the groups (p>0.05).

CONCLUSION

Conclusions: In our study, we analyzed the risk factors in patients with prediabetes that can lead to type 2 diabetes. During a 3-year follow-up, we identified cases of type 2 diabetes mellitus.

Perceived Collective School Efficacy Mediates the Organizational Justice Effect in Teachers' Subjective Well-Being

Trust and team communication are central aspects for the achievement of both individual and common goals, which affect not only work efficiency but also the well-being of its members. In addition, organizational justice could affect these indicators, as well as the perception of collective efficacy within organizations, in this case, schools. The purpose of this study was to analyze the effect of organizational justice on teachers' subjective well-being, and how this is affected/mediated by collective efficacy. We worked with a sample of 693 teachers across Chile. Multiple mediation analysis was carried out, where the latent variables of the study were estimated (subjective well-being, organizational justice, and two dimensions of collective efficacy). The results indicate that there is full mediation of the collective efficacy dimensions between the predictor-criterion relationship. Our findings allow us to hypothesize that perceptions of collective efficacy are central to explaining well-being as an intrinsic factor.

Depression, Anxiety, and Stress among Teachers during the Second COVID-19 Wave

There is a strong background indicating that the teaching profession is one of the most stressful and that their mental health has deteriorated even further during the pandemic. However, there is a little background about the impact of the COVID-19 infection peaks and teachers’ mental health. To this end, 313 teachers were recruited. Via online questionnaires, an evaluation was performed on their depression, anxiety, and stress symptoms on the DASS-21 scale. Teachers’ sociodemographic and socio-personal data were also analyzed. A binary logistic regression was used to analyze the variables which could be associated with each of the symptoms. High rates of depression, anxiety, and stress symptoms were observed among teachers (67%, 73%, and 86%, respectively). Among teachers who were affected by the work–family balance (89%), there was also an increased risk of symptoms of anxiety (OR: 3.2) and stress (OR: 3.5). Depression symptom risk was higher among women (OR: 2.2), and teachers under 35 years old had a risk of presenting all three symptoms (depression OR: 2.2; anxiety OR: 4.0; stress OR 3.0). In contrast, teaching in private educational establishments was a protective factor for anxiety symptoms (OR: 0.3). The results suggest that the second COVID-19 wave profoundly affected teachers’ mental health. Urgent interventions are thus needed to aid teachers’ mental health.

Musculoskeletal Disorders and Quality of Life in Chilean Teachers: A Cross-Sectional Study

Introduction

Teaching professionals have reported multiple conditions associated with low quality of life (QoL) perception. Various studies have also reported high prevalence of musculoskeletal disorders (MSD). In this context, there are few studies regarding the association between low QoL perception and MSD suffering in teachers.

Objective

Therefore, in this study the aim was evaluate MSD prevalence and its association with teachers' QoL perception.

Participants and Methods

A total sample of 544 Chilean teachers were included in a cross-sectional study. MSD prevalence was evaluated via the Standardized Nordic Questionnaire and QoL perception via the Short-Form 36 Health Survey Instrument. Multinomial logistic regression was applied to evaluate the association between MSD and QoL perception adjusted for gender and age.

Results

A total of 91% of teachers have had some MSD in the last 12 months, and 28.86% have had 6 or more painful regions. Females showed greater MSD prevalence than males. Teachers who reported no MSD had higher QoL scores compared to teachers with MSD. The group of teachers with the most MSD (≥p75) saw significant increases in the risk of having low scores in the physical (OR: 2.82) and mental components (OR: 2.65) of QoL. By contrast, teachers without MSD have a buffer effect for their QoL (physical OR: 0.2; mental OR: 0.44).

Conclusions

High MSD prevalence suggest that preventive and informative actions must be taken regarding these disorders to protect teachers' mental and physical health, considering the multiple risk factors to which teachers are exposed given their work conditions in Chile and worldwide.

Association between Emotional Exhaustion and Tobacco Consumption in Teachers

Teachers have been reported as having high levels of emotional exhaustion (EE). It has also been observed that tobacco consumption (TC) is higher during stressful events. However, there is little evidence about the association between EE and TC among teachers. A total of n = 560 teachers took part in this study, where 71.79% (n = 402) were women. For data gathering, the EE dimension of the Maslach Inventory for teachers was used, along with a TC questionnaire and the sociodemographic data of the participants. A binary logistical regression model was used for statistical analysis. Regarding TC, over 30% of teachers declared that they smoked; 65% of the teachers presented medium-high EE and 31% of teachers presented high EE. Teachers who said they were smokers had a greater risk of presenting high EE (OR: 1.7, p < 0.05), along with younger teachers (≤44 years; OR: 2.1, p < 0.01). In addition, teachers with high EE also have a high risk of TC. The present study reports an association between TC and high EE category among teachers, regardless of gender. An important association is also observed between the under-45 age group and high EE. These results indicate that teachers should have psychological support and interventions aiding them with facing work stress and TC habits, especially for younger teachers.

Teacher Teleworking during the COVID-19 Pandemic: Association between Work Hours, Work-Family Balance and Quality of Life

BACKGROUND

Teachers worldwide had to reinvent their work routine according to teleworking during the COVID-19 pandemic, a work format that negatively impacts individuals' physical and mental health. This study evaluates the association between work hours, work-family balance and quality of life (QoL) among teachers during the Chilean health emergency of the COVID-19 pandemic. Teachers from across Chile were contacted via email and social media to answer an online survey. QoL was evaluated via the SF-36 questionnaire, work hours and work-family balance in the pandemic. A total of 336 teachers from across Chile participated in this study. Teachers had a low QoL score, associated with age (p < 0.05). Teachers who were ≤44 showed lower deterioration risks in the Physical Component Summary (OR: 0.54) than the ≥45-year-old age group; simultaneously, the younger group (≤44 years) had a greater risk (OR: 2.46) of deterioration in the Mental Component Summary than teachers over 45 years. A total of 78.7% of teachers reported having increased their work hours during the COVID-19 pandemic due to teleworking and 86% indicated negative effects on their work-family balance. Pandemic work hours and negative work-family balance increase the risk of reducing the Mental Component Summary (OR: 1.902; OR: 3.996, respectively). Teachers presented low median QoL scores, especially in the Mental Component Summary, suggesting that it would be beneficial to promote a better workload distribution for teachers in emergency contexts, considering the adverse effects of teleworking.

Analysis of the correlation between occupational stress and mental health of primary and secondary school teachers

BACKGROUND

With the rapid advancement of the educational reform, the requirements for primary and secondary school teachers are increasing, which makes the work pressure of teachers become greater, which can lead to a variety of mental health problems. It is the primary task to promote the psychological health of primary and secondary school teachers by analyzing the stress of teachers and putting forward reasonable countermeasures.

OBJECTIVE

The study aimed to analyze the direct and indirect effects of occupational stress on the mental health level of primary and secondary school teachers.

METHODS

317 teachers from 6 rural primary and secondary schools in Zhejiang province were selected as research subjects. A questionnaire was designed to collect information of occupational stress, mental health, and social support scores. The teachers were compared for differences in gender, marriage status, class teacher, occupational stress, and mental health. The correlation among occupational stress, mental health, and social support was analyzed by structural equation model.

RESULTS

The occupational stress of male teachers was higher than that of female teachers in self-development, work load, and career expectation, and the mental health was lower than that of female teachers in work (P < 0.05). The occupational stress of married teachers was significantly higher than that of unmarried teachers, and their mental health was significantly higher than that of unmarried teachers (P < 0.05). The occupational stress of teachers with senior professional titles was lower than that of teachers with primary and intermediate titles in the dimensions of self-development, work load, and career expectation (P < 0.05). The occupational stress of class teachers was higher than that of non-class teachers in terms of student factors, work load, and career expectation (P < 0.05). The direct path coefficient between occupational stress and mental health was -0.421, and the indirect path coefficient between occupational stress and mental health was -0.172.

CONCLUSIONS

The occupational stress of male, married, class teacher, and teacher with the primary and intermediate titles was significantly greater than that of female, unmarried, non-class teacher, and senior title teacher. In conclusion, the occupational stress of primary and secondary school teachers can not only directly predict the mental health level, but also indirectly affect the mental health level through social support.

Musculoskeletal Disorders Associated With Quality of Life and Body Composition in Urban and Rural Public School Teachers

Introduction: Teachers have been reported to be a labor group with high rates of musculoskeletal disorders (MSDs), stress, and strong deterioration of quality of life (QoL). However, little information exists about the association between MSD, QoL, and body composition in rural and urban teachers.

Objective: The aim was to study the association of MSD with QoL perception and body composition of urban and rural teachers.

Participants and Methods: Participants are comprised a representative sample of urban and rural public schoolteachers from the Valparaiso Region, Chile. MSDs were evaluated with the Standardized Nordic Questionnaire for Musculoskeletal Symptoms validated for the Chilean population. QoL perception was evaluated with the 36-Item Short-Form Survey (SF-36). Body composition was measured via bioimpedance. A logistic regression model was used to evaluate the association between MSD, QoL, and body composition, adjusted for age and gender.

Results: A total of 88.9% (urban 90%; rural 87%) of teachers felt pain in some body area, 71.2% of them with limitations; 39% of teachers presented body fat obesity, with the highest rate in rural women. The body area with the greatest MSD prevalence was the neck and shoulders (68.6%). Significant differences were observed between teachers with >p75 of MSD (over six pain regions) and those with ≤p75 (six or fewer painful regions; p < 0.05) on six QoL scales and on physical health components (PCSs) and mental health (MCS) in urban teachers. However, rural teachers presented no differences. The association between teachers with >p75 MSD and low QoL perception was significant (p < 0.05) in PCS and MCS. Furthermore, the regression model presents a significant association between rural areas and low PCS perception.

Conclusions: Urban and rural teachers present high rates of MSD and obesity. Teachers with higher rates of MSD have their mental and physical QoL affected, making workplace intervention in MSD necessary to prevent teacher health deterioration.

Testing a holistic conceptual framework for early childhood teacher well-being

Using a holistic conceptualization of teacher well-being in concert with the Job Demands and Resources (JD-R) framework, our interdisciplinary study examined associations among various job demands and resources and whole teacher well-being (i.e., professional, psychological, and physical well-being) in early care and education settings. First, we investigated direct associations of job demands and resources with teachers' professional well-being. Second, we tested two models of potential mediation for the relationship of job demands and resources to well-being using structural equation modeling techniques: (a) that psychological and physical well-being mediate the relationship between demands, resources, and professional well-being; and (b) that professional well-being mediates the relationship between demands, resources, and psychological and physical well-being. Although our sample of early childhood teachers (n = 262) reported high levels of professional well-being (i.e., work commitment, self-efficacy), a substantial number of them experienced challenges in both psychological (e.g., perceived stress, depressive symptoms) and physical (e.g., ergonomic pain) well-being. As expected, teachers' work-related stressors and work resources (positive work climate, quality of the physical environment) were directly associated with teachers' professional well-being. Contrary to our expectations, however, instrumental resources (i.e, wages, health insurance) did not predict any aspects of teachers' professional well-being. Our data only supported the first of the two tested mediation hypotheses (i.e., that psychological and physical well-being mediated the associations between working conditions and professional well-being), but with one caveat: physical well-being preceded psychological well-being in mediating the associations. These results advance our understanding of the challenges present in the early childhood workforce and have implications for policies and programs to improve teacher working conditions and well-being.

Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis

Background: Prior to the COVID-19 pandemic, teachers were already reporting a low quality of life (QoL) perception, with a significant impact on mental and physical health due to various stress factors associated with work overload. The objective of this study was to evaluate the QoL impact on Chilean teachers before and during the COVID-19 pandemic. The analysis was performed following a longitudinal design on a sample of 63 Chilean teachers in pre-pandemic and COVID-19 pandemic timeframes. QoL perception, along with teachers’ sociodemographic data, was evaluated via the Short-Form 36 Health Survey (SF-36) questionnaire. Sociodemographic variables presented no significant variations in pre-pandemic and pandemic comparisons. QoL, however, showed a significant decrease during the pandemic compared to the pre-pandemic measurement (p < 0.01). In each gender, there were significant differences between pre-pandemic and pandemic timeframes, with a greater impact among women in the mental and physical component summary variables and seven of the eight QoL scales (p < 0.01). Between age categories, people under 45 presented significant differences (p < 0.05) between pre-pandemic and pandemic timeframes in all summary dimensions and measurements. In conclusion, Chilean teachers’ QoL perception has been affected by the COVID-19 pandemic. These findings could be related to work overload due to teleworking or feelings of uncertainty, loneliness, and fear that the pandemic and its associated confinements will worsen.

Association between air flow limitation and body composition in young adults

Background

Body composition (BC) influences respiratory system mechanics, provoking air flow limitation (AFL). The objective of this study was to determine the relationship of AFL in small- and medium-caliber airways with BC in young adults.

Methods

Eighty-three individuals were recruited (40 men and 43 women). To determine AFL, the following measurements were taken: forced expiratory volume in the first second (FEV₁), forced expiratory flow between 25 and 75% (FEF_25–75%), airway resistance (Raw), and specific airway resistance (sRaw). The measured BC variables were body mass index (BMI), body fat percentage (%BF), and fat-free mass (FFM). Binary logistical regression analysis was used to estimate the association between the AFL variables and %BF, BMI, and %FFM, adjusting for weight and gender.

Results

Among men, a relationship was observed between Raw and %BF (r = 0.728; p < 0.0001) and sRaw and BMI (r = 0.617; p < 0.0001). Among women, significant relationships were reported between Raw and BMI (r = 0.615; p < 0.0001) and sRaw and BMI (r = 0.556; p < 0.0001). Among participants with a BMI over 30 kg/m², higher risks of increased Raw (OR = 26.8; p = 0.009) and sRaw (OR = 9.3; p = 0.002) were observed. Furthermore, higher %BF was associated with greater risks for increased Raw (OR = 14.04; p = 0.030) and sRaw (OR = 4.14; p = 0.028). In contrast, increased %FFM (OR = 0.14; p = 0.025) was a protective factor for lung function.

Conclusion

Increased %BF is associated with increased AFL in small-caliber airways. Furthermore, increased %FFM is associated with decreased risk for Raw and sRaw in women. Therefore, evidence indicates that increased %FFM is a protective factor for adequate lung function.

Determinants of Willingness to pay for Employment-Based Health Insurance Among Governmental School Workers in Saudi Arabia

School workers constitute the bulk of public workers in Saudi Arabia. Most of these workers seek public health care services through the Ministry of Health, which is characterised by an overloaded service. Consequently, the government is planning to introduce employment-based health insurance. However, government employees’ willingness to pay (WTP) for health insurance was not investigated. This study explores the feasibility and acceptability of employment-based health insurance by examining public school workers’ WTP. Methods: six hundred and twenty-second number participants from Riyadh city were interviewed from September to October 2020 using an online structured questionnaire. The contingent valuation method with a payment card was used to assess WTP among the participants. This study also determined the association between the willingness to participate and WTP for health insurance respondents’ demographic and socio-economic characteristics. Chi-square and multiple linear regression analyses were used to analyse the data. The majority (76%) with an average monthly mean of 77.9 Saudi Riyal (SAR) ($20.7) per capita. Male, had higher educated, and those diagnosed with chronic disease were more likely to report a willingness to participate and/or pay for health insurance (P > .005). This study demonstrates that WTP for employment-based health insurance depends on workers’ characteristics. The results of this study may be of use to policymakers to help with a set insurance premium, priority setting and fund allocation.