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

Author

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  • Pablo A. Lizana

    (Laboratory of Epidemiology and Morphological Sciences, Instituto de Biología, Pontificia Universidad Católica de Valparaíso, Valparaíso 2373223, Chile)

  • Lydia Lera

    (Latin Division, Keiser University, Online Education, Fort Lauderdale, FL 33309, USA)

Abstract

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.

Suggested Citation

  • Pablo A. Lizana & Lydia Lera, 2022. "Depression, Anxiety, and Stress among Teachers during the Second COVID-19 Wave," IJERPH, MDPI, vol. 19(10), pages 1-12, May.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:10:p:5968-:d:815524
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    References listed on IDEAS

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    1. José-María Fernández-Batanero & Pedro Román-Graván & Miguel-María Reyes-Rebollo & Marta Montenegro-Rueda, 2021. "Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review," IJERPH, MDPI, vol. 18(2), pages 1-13, January.
    2. Pablo A. Lizana & Gustavo Vega-Fernadez & Alejandro Gomez-Bruton & Bárbara Leyton & Lydia Lera, 2021. "Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis," IJERPH, MDPI, vol. 18(7), pages 1-11, April.
    3. Pablo A. Lizana & Gustavo Vega-Fernadez, 2021. "Teacher Teleworking during the COVID-19 Pandemic: Association between Work Hours, Work–Family Balance and Quality of Life," IJERPH, MDPI, vol. 18(14), pages 1-11, July.
    4. Alexis Portilla & María Fernanda Meza & Pablo A. Lizana, 2022. "Association between Emotional Exhaustion and Tobacco Consumption in Teachers," IJERPH, MDPI, vol. 19(5), pages 1-12, February.
    5. Al Lily, Abdulrahman Essa & Ismail, Abdelrahim Fathy & Abunasser, Fathi Mohammed & Alhajhoj Alqahtani, Rafdan Hassan, 2020. "Distance education as a response to pandemics: Coronavirus and Arab culture," Technology in Society, Elsevier, vol. 63(C).
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    Cited by:

    1. Francesco Pace & Giulia Sciotto & Naomi Alexia Randazzo & Vincenza Macaluso, 2022. "Teachers’ Work-Related Well-Being in Times of COVID-19: The Effects of Technostress and Online Teaching," Social Sciences, MDPI, vol. 11(10), pages 1-10, October.
    2. Iago Sávyo Duarte Santiago & Emanuelle Pereira dos Santos & José Arinelson da Silva & Yuri de Sousa Cavalcante & Jucier Gonçalves Júnior & Angélica Rodrigues de Souza Costa & Estelita Lima Cândido, 2023. "The Impact of the COVID-19 Pandemic on the Mental Health of Teachers and Its Possible Risk Factors: A Systematic Review," IJERPH, MDPI, vol. 20(3), pages 1-30, January.
    3. Jerome Flores & Alejandra Caqueo-Urízar & Michael Escobar & Matías Irarrázaval, 2022. "Well-Being and Mental Health in Teachers: The Life Impact of COVID-19," IJERPH, MDPI, vol. 19(22), pages 1-12, November.

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