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Psychological Burdens among Teachers in Germany during the SARS-CoV-2 Pandemic—Subgroup Analysis from a Nationwide Cross-Sectional Online Survey

Author

Listed:
  • Clemens Koestner

    (Institute of Occupational, Social and Environmental Medicine, University Medical Center of the Johannes Gutenberg University of Mainz, Obere Zahlbacher Str. 67, 55131 Mainz, Germany)

  • Viktoria Eggert

    (Institute of Occupational, Social and Environmental Medicine, University Medical Center of the Johannes Gutenberg University of Mainz, Obere Zahlbacher Str. 67, 55131 Mainz, Germany)

  • Theresa Dicks

    (Institute of Occupational, Social and Environmental Medicine, University Medical Center of the Johannes Gutenberg University of Mainz, Obere Zahlbacher Str. 67, 55131 Mainz, Germany)

  • Kristin Kalo

    (Department of Sports Medicine, Disease Prevention and Rehabilitation, Johannes Gutenberg University Mainz, Albert-Schweitzer-Strasse 22, 55128 Mainz, Germany)

  • Carolina Zähme

    (Institute of Occupational, Social and Environmental Medicine, University Medical Center of the Johannes Gutenberg University of Mainz, Obere Zahlbacher Str. 67, 55131 Mainz, Germany)

  • Pavel Dietz

    (Institute of Occupational, Social and Environmental Medicine, University Medical Center of the Johannes Gutenberg University of Mainz, Obere Zahlbacher Str. 67, 55131 Mainz, Germany)

  • Stephan Letzel

    (Institute of Occupational, Social and Environmental Medicine, University Medical Center of the Johannes Gutenberg University of Mainz, Obere Zahlbacher Str. 67, 55131 Mainz, Germany
    Institute for Teachers’ Health, University Medical Center of the Johannes Gutenberg University of Mainz, Kupferbergterrasse 17–19, 55116 Mainz, Germany)

  • Till Beutel

    (Institute for Teachers’ Health, University Medical Center of the Johannes Gutenberg University of Mainz, Kupferbergterrasse 17–19, 55116 Mainz, Germany)

Abstract

Background: Schools underwent massive changes during the SARS-CoV-2 pandemic worldwide. Besides existing occupational health challenges, teachers had to deal with biological and psychological burdens that had the potential to impact their psychological well-being. The aim of the present study was to (i) assess the current state of psychological burdens in German teachers and (ii) identify highly burdened subgroups to derive and address interventions. Methods: A nationwide cross-sectional online survey was conducted among teachers at all school types in Germany in March 2021. Data on psychological strains were assessed using established (e.g., PHQ-4) and new—pandemic-specific—(e.g., COVID-19-associated anxieties) instruments. ANOVAs and Tukey’s post hoc tests were used to identify highly burdened subgroups (e.g., gender, age, and number of risk factors for severe courses of COVID-19) of teachers. Results: Psychological burdens in German teachers (N = 31.089) exceeded the level of the general population, for example, regarding symptoms of depression (PHQ-2, M = 1.93 vs. 1.24) or generalized anxiety (GAD-2, M = 1.72 vs. 1.03). Subgroup analysis revealed that psychological burdens were unevenly distributed among different groups of teachers; for example, younger teachers (18–30 years) showed more depression symptoms compared with their older colleagues (56–67 years) (PHQ-2, M = 2.01 vs. 1.78). Conclusions: The online survey was conducted during the “third wave” of SARS-CoV-2 in Germany, which might have influenced risk perception and psychological strains. Future studies at different times, ideally longitudinal monitoring of the mental health of teachers, are recommended. Based on our results, evidence-based subgroup-specific interventions should be implemented to sustain teachers’ mental health; for example, younger teachers or teachers with risk factors for a severe course of COVID-19 should receive special attention and support. Teachers from special needs schools whose mental health is, on average, good could also be a starting point for identifying the health promotion structural elements of this school type (e.g., fewer students per teacher). However, beyond the specific pandemic-related psychological burdens, the classic occupational health challenges of physical, biological, and chemical stress and their resulting strains should not be disregarded.

Suggested Citation

  • Clemens Koestner & Viktoria Eggert & Theresa Dicks & Kristin Kalo & Carolina Zähme & Pavel Dietz & Stephan Letzel & Till Beutel, 2022. "Psychological Burdens among Teachers in Germany during the SARS-CoV-2 Pandemic—Subgroup Analysis from a Nationwide Cross-Sectional Online Survey," IJERPH, MDPI, vol. 19(15), pages 1-16, August.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:15:p:9773-:d:883206
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    1. Julio Torales & Marcelo O’Higgins & João Mauricio Castaldelli-Maia & Antonio Ventriglio, 2020. "The outbreak of COVID-19 coronavirus and its impact on global mental health," International Journal of Social Psychiatry, , vol. 66(4), pages 317-320, June.
    2. Sijia Li & Yilin Wang & Jia Xue & Nan Zhao & Tingshao Zhu, 2020. "The Impact of COVID-19 Epidemic Declaration on Psychological Consequences: A Study on Active Weibo Users," IJERPH, MDPI, vol. 17(6), pages 1-9, March.
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    1. 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.
    2. Petra Lücker & Anika Kästner & Arne Hannich & Lena Schmeyers & Janny Lücker & Wolfgang Hoffmann, 2022. "Stress, Coping and Considerations of Leaving the Profession—A Cross-Sectional Online Survey of Teachers and School Principals after Two Years of the Pandemic," IJERPH, MDPI, vol. 19(23), pages 1-17, December.

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