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Agyapong B, Dias RDL, Wei Y, Agyapong VIO. Prevalence and Correlates of High Stress and Low Resilience among Teachers in Three Canadian Provinces. J Clin Med 2024; 13:4339. [PMID: 39124603 PMCID: PMC11313592 DOI: 10.3390/jcm13154339] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2024] [Revised: 07/07/2024] [Accepted: 07/24/2024] [Indexed: 08/12/2024] Open
Abstract
Objective: High stress levels can be problematic for teachers and indirectly affect students. Resilience may be a protective factor for overcoming stress. Knowledge about the prevalence and correlates of high stress and low resilience will provide information about the extent of the problem among teachers in Canada. Methods: This is a cross-sectional study among teachers in Alberta, Nova Scotia, and Newfoundland and Labrador in Canada. Participants self-subscribed to the Wellness4Teachers supportive text messaging program and completed the online survey on enrollment. Baseline data collection occurred from 1 September 2022 to 30 August 2023. Resilience and stress were, respectively, assessed using the Brief Resilience Scale (BRS) and the Perceived Stress Scale (PSS-10). The data were analyzed with SPSS version 28 using chi-squared tests and binary logistic regression analysis. Results: A total of 1912 teachers subscribed to the Wellness4Teachers program, and 810 completed the baseline survey, yielding a response rate of 42.40%. Most of the participants, 87.8%, were female, and 12.2% were aged 18 to 61 and above. The prevalence of low resilience was 40.1%, and high stress had a prevalence of 26.3%. After controlling for all the other variables in the logistic regression model, participants with low resilience were 3.10 times more likely to experience high-stress symptoms than those with normal to high resilience (OR = 3.10; 95% CI: 2.18-4.41). Conversely, participants who reported high stress were 3.13 times more likely to have low resilience than those with low to moderate stress (OR = 3.13; 95% CI: 2.20-4.44). Additionally, junior and senior high school teachers were, respectively, 2.30 times (OR = 2.30; 95% CI: 1.25-4.23) and 2.12 times (OR = 2,12; 95% CI: 1.08-4.18) more likely to have low resilience compared to elementary school teachers. Conclusions: Our study findings suggest a high prevalence of stress and low resilience among teachers in the three Canadian provinces. Administrators, policymakers in the educational field, school boards, and governments should integrate stress management and resilience-building strategies into teachers' training and continuing professional development programs.
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Affiliation(s)
- Belinda Agyapong
- Department of Psychiatry, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB T6G 2H5, Canada
| | - Raquel da Luz Dias
- Department of Psychiatry, Faculty of Medicine, Dalhousie University, Halifax, NS B3H 2E2, Canada
| | - Yifeng Wei
- Department of Psychiatry, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB T6G 2H5, Canada
| | - Vincent Israel Opoku Agyapong
- Department of Psychiatry, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB T6G 2H5, Canada
- Department of Psychiatry, Faculty of Medicine, Dalhousie University, Halifax, NS B3H 2E2, Canada
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da Silva CCM, dos Santos AB, Leoci IC, Leite EG, Antunes EP, Torres W, Mesquita EDDL, Delfino LD, Beretta VS. The Association between Perceived Stress, Quality of Life, and Level of Physical Activity in Public School Teachers. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2024; 21:88. [PMID: 38248551 PMCID: PMC10815239 DOI: 10.3390/ijerph21010088] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Revised: 01/04/2024] [Accepted: 01/08/2024] [Indexed: 01/23/2024]
Abstract
Chronic high stress levels related to work impact the quality of life (QoL). Although physical activity improves QoL, it is not clear whether this life study habit could attenuate possible relationships between QoL and stress in public school teachers. The sample for this study was made up of 231 teachers from public schools. QoL was assessed using the Short-Form Health Survey and physical activity via Baecke's questionnaire. A Likert scale assessed stress level perception. Poisson Regression analyzed the association between stress level and QoL domains adjusted for sex, age, and socioeconomic conditions (model 1). In model 2, physical activity level was inserted in addition to model 1. Seven out of eight domains of QoL, except the domain of pain, were associated with high levels of stress (all p < 0.05-model 1). However, in model 2, the associations of the high levels of stress with general health status (p = 0.052) and functional capacity (p = 0.081) domains of QoL were mitigated. Our results indicated that physical activity mitigated the relationship between higher levels of stress and lower perception of general health status and functional capacity domains in secondary public school teachers.
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Affiliation(s)
| | - Amanda Barbosa dos Santos
- Laboratory of InVestigation in Exercise—LIVE, Graduate Program in Movement Sciences, Department of Physical Education, School of Technology and Sciences, São Paulo State University (UNESP), Presidente Prudente 19060-900, SP, Brazil; (A.B.d.S.); (I.C.L.); (E.G.L.); (E.P.A.); (W.T.); (E.D.d.L.M.); (L.D.D.)
| | - Isabella Cristina Leoci
- Laboratory of InVestigation in Exercise—LIVE, Graduate Program in Movement Sciences, Department of Physical Education, School of Technology and Sciences, São Paulo State University (UNESP), Presidente Prudente 19060-900, SP, Brazil; (A.B.d.S.); (I.C.L.); (E.G.L.); (E.P.A.); (W.T.); (E.D.d.L.M.); (L.D.D.)
| | - Enrique Gervasoni Leite
- Laboratory of InVestigation in Exercise—LIVE, Graduate Program in Movement Sciences, Department of Physical Education, School of Technology and Sciences, São Paulo State University (UNESP), Presidente Prudente 19060-900, SP, Brazil; (A.B.d.S.); (I.C.L.); (E.G.L.); (E.P.A.); (W.T.); (E.D.d.L.M.); (L.D.D.)
| | - Ewerton Pegorelli Antunes
- Laboratory of InVestigation in Exercise—LIVE, Graduate Program in Movement Sciences, Department of Physical Education, School of Technology and Sciences, São Paulo State University (UNESP), Presidente Prudente 19060-900, SP, Brazil; (A.B.d.S.); (I.C.L.); (E.G.L.); (E.P.A.); (W.T.); (E.D.d.L.M.); (L.D.D.)
| | - Wesley Torres
- Laboratory of InVestigation in Exercise—LIVE, Graduate Program in Movement Sciences, Department of Physical Education, School of Technology and Sciences, São Paulo State University (UNESP), Presidente Prudente 19060-900, SP, Brazil; (A.B.d.S.); (I.C.L.); (E.G.L.); (E.P.A.); (W.T.); (E.D.d.L.M.); (L.D.D.)
| | - Eduardo Duarte de Lima Mesquita
- Laboratory of InVestigation in Exercise—LIVE, Graduate Program in Movement Sciences, Department of Physical Education, School of Technology and Sciences, São Paulo State University (UNESP), Presidente Prudente 19060-900, SP, Brazil; (A.B.d.S.); (I.C.L.); (E.G.L.); (E.P.A.); (W.T.); (E.D.d.L.M.); (L.D.D.)
| | - Leandro Dragueta Delfino
- Laboratory of InVestigation in Exercise—LIVE, Graduate Program in Movement Sciences, Department of Physical Education, School of Technology and Sciences, São Paulo State University (UNESP), Presidente Prudente 19060-900, SP, Brazil; (A.B.d.S.); (I.C.L.); (E.G.L.); (E.P.A.); (W.T.); (E.D.d.L.M.); (L.D.D.)
| | - Victor Spiandor Beretta
- Laboratory of InVestigation in Exercise—LIVE, Graduate Program in Movement Sciences, Department of Physical Education, School of Technology and Sciences, São Paulo State University (UNESP), Presidente Prudente 19060-900, SP, Brazil; (A.B.d.S.); (I.C.L.); (E.G.L.); (E.P.A.); (W.T.); (E.D.d.L.M.); (L.D.D.)
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Melguizo-Ibáñez E, González-Valero G, Alonso-Vargas JM, Caracuel-Cáliz R, Ortega-Caballero M, Puertas-Molero P. Stress, Resilience, Burnout and Study Hours in Physical Education Pre-Service Teachers-An Explanatory Model about Gender. Behav Sci (Basel) 2023; 13:946. [PMID: 37998692 PMCID: PMC10669512 DOI: 10.3390/bs13110946] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Revised: 11/10/2023] [Accepted: 11/15/2023] [Indexed: 11/25/2023] Open
Abstract
The process of becoming a public teacher in Spain requires a long period of preparation. This long period of preparation has an impact on the psychosocial environment of the candidates. Differences have been observed in the psychosocial area according to gender in pre-service teachers. This research aims to study the relationship between the study hours per day, stress, burnout syndrome and resilience according to gender and to study the differences in the effects according to gender using multigroup equation modeling. A multigroup structural equation analysis has been proposed according to the gender of the participants. Parametric tests were used for the descriptive analysis of the results. The sample consists of 4117 participants, 1363 males and 2754 females. The instruments used to collect the data were a self-made questionnaire, Perceived Stress Questionnaire, Connor-Davidson Resilience Scale and Maslach Burnout Inventory. All the instruments have been validated and adapted to the sample. The data reveal that there are variations in the effects of the variables according to the gender of the participants. In conclusion, it is affirmed that gender is a very important factor in coping with the competitive examination process for state-public-teaching institutions, as well as in avoiding the appearance of disruptive states generated by this preparation process.
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Affiliation(s)
- Eduardo Melguizo-Ibáñez
- Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain; (E.M.-I.); (G.G.-V.); (P.P.-M.)
| | - Gabriel González-Valero
- Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain; (E.M.-I.); (G.G.-V.); (P.P.-M.)
| | - José Manuel Alonso-Vargas
- Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain; (E.M.-I.); (G.G.-V.); (P.P.-M.)
| | - Rafael Caracuel-Cáliz
- International University of La Rioja (UNIR), 26006 Logroño, La Rioja, Spain
- Faculty of Education Science, Universidad Internacional de Valencia (VIU), 46002 Valencia, Spain
| | - Manuel Ortega-Caballero
- Department of Pedagogy, Faculty of Education and Sport Sciences, Melilla Campus, University of Granada, 52005 Granada, Spain;
| | - Pilar Puertas-Molero
- Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain; (E.M.-I.); (G.G.-V.); (P.P.-M.)
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Chaudhry S, Chhajer R. Enhancing psychological well-being of school teachers in India: role of energy management, thriving, and stress. Front Psychol 2023; 14:1239587. [PMID: 37928595 PMCID: PMC10623443 DOI: 10.3389/fpsyg.2023.1239587] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Accepted: 10/10/2023] [Indexed: 11/07/2023] Open
Abstract
Purpose The psychological well-being of school teachers is a growing concern in the post-pandemic era. Many initiatives are undertaken by individual school authorities and government agencies to address this issue. In this study, we examine the impact of energy management, thriving, and stress on the psychological well-being of school teachers in India. Method Data was collected from 356 school teachers in Rajasthan, India, through a cross-sectional questionnaire survey. These teachers were working both in rural and urban areas. The relationship among energy management, thriving, stress, and psychological well-being was analyzed using hierarchical regression. Results The findings suggest that energy management positively impacts psychological well-being. A mediating effect of thriving and stress on the relationship between energy management and psychological well-being was also found. The results support that psychological well-being can be enhanced by investing in managing school teachers' energy levels. Discussion These results contribute to our theoretical and practical understanding of factors that can enhance the psychological well-being of school teachers and improve the quality of education. Institutes may design and implement interventions on energy management to enhance the psychological well-being of school teachers.
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Affiliation(s)
- Smita Chaudhry
- Department of Human Resources, FLAME School of Business, FLAME University, Pune, India
| | - Raina Chhajer
- Humanities and Social Sciences, Indian Institute of Management Indore, Indore, India
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Yue W, Yu L, Yang Y. The occupational anxiety of teachers caused by China's 'double reduction' policy-a study based on the grounded theory. Front Psychol 2023; 14:1144565. [PMID: 37034957 PMCID: PMC10074598 DOI: 10.3389/fpsyg.2023.1144565] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2023] [Accepted: 02/27/2023] [Indexed: 04/11/2023] Open
Abstract
Teachers' occupational anxiety is a kind of negative emotional state of teachers, which is prevalent in Chinese teachers. Unfortunately, in the existing research, teachers' occupational anxiety caused by China's 'double reduction' policy has not been paid attention to. Based on the grounded theory, this study conducted in-depth interviews with 45 in-service primary and junior high school teachers, and used NVivo 12 to process recording materials. Through a series of steps such as open coding, axial coding and selective coding, we found that the core feature of teachers' occupational anxiety caused by the 'double reduction' policy was that the implementation of the 'double reduction' policy was incomplete matching the actual educational ecology. Then we constructed a theoretical model of the formation mechanism of teachers' occupational anxiety caused by the 'double reduction' policy. The study showed that due to the influence of teachers' own personality characteristics and incomplete match between external factors, although teachers insisted on self-adjustment, it was difficult to fundamentally solve the teachers' occupational anxiety caused by the 'double reduction' policy.
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Iio Y, Mori Y, Aoyama Y, Kozai H, Tanaka M, Aoike M, Kawamura H, Seguchi M, Tsurudome M, Ito M. A Survey of Living Conditions and Psychological Distress in Japanese University Freshmen during the COVID-19 Pandemic. Healthcare (Basel) 2022; 11:healthcare11010094. [PMID: 36611555 PMCID: PMC9819178 DOI: 10.3390/healthcare11010094] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Revised: 12/23/2022] [Accepted: 12/24/2022] [Indexed: 12/30/2022] Open
Abstract
Since the novel coronavirus disease 2019 (COVID-19) pandemic, educational institutions have implemented measures such as school closures, raising concerns regarding the increase in psychological distress among university students. The purpose of this study is to identify factors that have influenced psychological distress among college freshmen during the COVID-19 pandemic. A questionnaire survey was conducted at the conclusion of the sixth wave of COVID-19 in Japan. Psychological distress was measured using the six-item Kessler Psychological Distress Scale (K6). Factors affecting psychological distress were calculated using regression analysis. Of the 2536 participants, 1841 (72.6%) reported having no psychological distress, while 695 (27.4%) reported having psychological distress. Factors that were identified to contribute to psychological distress were lack of sleep, weight gain or loss, worsening of interpersonal relationships, and physical symptoms and illnesses. A willingness to join an athletic club and having an environment in which it is easy to discuss worries and anxieties with others were factors that were identified to hinder psychological distress. It is necessary for universities to offer enhanced supports for physical and interpersonal activities. Additionally, it is imperative to encourage students to look after their physical health and to actively utilize university-based consultation systems.
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Affiliation(s)
- Yoko Iio
- Graduate School of Life and Health Sciences, Chubu University, 1200 Matsumoto-cho, Kasugai 487-8501, Japan
- Department of Lifelong Sports and Health Sciences, College of Life and Health Sciences, Chubu University, 1200 Matsumoto-cho, Kasugai 487-8501, Japan
| | - Yukihiro Mori
- Graduate School of Life and Health Sciences, Chubu University, 1200 Matsumoto-cho, Kasugai 487-8501, Japan
- Center for Nursing Practicum Support, Chubu University, 1200 Matsumoto-cho, Kasugai 487-8501, Japan
| | - Yuka Aoyama
- Graduate School of Life and Health Sciences, Chubu University, 1200 Matsumoto-cho, Kasugai 487-8501, Japan
- Department of Clinical Engineering, College of Life and Health Sciences, Chubu University, 1200 Matsumoto-cho, Kasugai 487-8501, Japan
| | - Hana Kozai
- Department of Food and Nutritional Sciences, College of Bioscience and Biotechnology, Chubu University, 1200 Matsumoto-cho, Kasugai 487-8501, Japan
| | - Mamoru Tanaka
- Department of Food and Nutritional Sciences, College of Bioscience and Biotechnology, Chubu University, 1200 Matsumoto-cho, Kasugai 487-8501, Japan
| | - Makoto Aoike
- Graduate School of Life and Health Sciences, Chubu University, 1200 Matsumoto-cho, Kasugai 487-8501, Japan
| | - Hatsumi Kawamura
- Graduate School of Life and Health Sciences, Chubu University, 1200 Matsumoto-cho, Kasugai 487-8501, Japan
| | - Manato Seguchi
- Graduate School of Life and Health Sciences, Chubu University, 1200 Matsumoto-cho, Kasugai 487-8501, Japan
| | - Masato Tsurudome
- Graduate School of Life and Health Sciences, Chubu University, 1200 Matsumoto-cho, Kasugai 487-8501, Japan
- Department of Biomedical Sciences, College of Life and Health Science, Chubu University, 1200 Matsumoto-cho, Kasugai 487-8501, Japan
| | - Morihiro Ito
- Graduate School of Life and Health Sciences, Chubu University, 1200 Matsumoto-cho, Kasugai 487-8501, Japan
- Department of Lifelong Sports and Health Sciences, College of Life and Health Sciences, Chubu University, 1200 Matsumoto-cho, Kasugai 487-8501, Japan
- Department of Biomedical Sciences, College of Life and Health Science, Chubu University, 1200 Matsumoto-cho, Kasugai 487-8501, Japan
- Correspondence:
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