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Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review

Author

Listed:
  • Belinda Agyapong

    (Department of Psychiatry, University of Alberta, Edmonton, AB T6G 2B7, Canada)

  • Gloria Obuobi-Donkor

    (Department of Psychiatry, University of Alberta, Edmonton, AB T6G 2B7, Canada)

  • Lisa Burback

    (Department of Psychiatry, University of Alberta, Edmonton, AB T6G 2B7, Canada)

  • Yifeng Wei

    (Department of Psychiatry, University of Alberta, Edmonton, AB T6G 2B7, Canada)

Abstract

Background: Worldwide, stress and burnout continue to be a problem among teachers, leading to anxiety and depression. Burnout may adversely affect teachers’ health and is a risk factor for poor physical and mental well-being. Determining the prevalence and correlates of stress, burnout, anxiety, and depression among teachers is essential for addressing this public health concern. Objective: To determine the extent of the current literature on the prevalence and correlates of stress, burnout, anxiety, and depression among teachers. Method: This scoping review was performed using the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews). Relevant search terms were used to determine the prevalence and correlates of teachers’ stress, burnout, anxiety, and depression. Articles were identified using MEDLINE (Medical Literature Analysis and Retrieval System Online), EMBASE (Excerpta Medica Data Base), APA PsycINFO, CINAHL Plus (Cumulative Index of Nursing and Allied Health Literature), Scopus Elsevier and ERIC (Education Resources Information Center). The articles were extracted, reviewed, collated, and thematically analyzed, and the results were summarized and reported. Results: When only clinically meaningful (moderate to severe) psychological conditions among teachers were considered, the prevalence of burnout ranged from 25.12% to 74%, stress ranged from 8.3% to 87.1%, anxiety ranged from 38% to 41.2% and depression ranged from 4% to 77%. The correlates of stress, burnout, anxiety, and depression identified in this review include socio-demographic factors such as sex, age, marital status, and school (organizational) and work-related factors including the years of teaching, class size, job satisfaction, and the subject taught. Conclusion: Teaching is challenging and yet one of the most rewarding professions, but several factors correlate with stress, burnout, anxiety, and depression among teachers. Highlighting these factors is the first step in recognizing the magnitude of the issues encountered by those in the teaching profession. Implementation of a school-based awareness and intervention program is crucial to resolve the early signs of teacher stress and burnout to avoid future deterioration.

Suggested Citation

  • Belinda Agyapong & Gloria Obuobi-Donkor & Lisa Burback & Yifeng Wei, 2022. "Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review," IJERPH, MDPI, vol. 19(17), pages 1-42, August.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:17:p:10706-:d:899673
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    References listed on IDEAS

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    2. Gloria Obuobi-Donkor & Folajinmi Oluwasina & Nnamdi Nkire & Vincent I.O. Agyapong, 2022. "A Scoping Review on the Prevalence and Determinants of Post-Traumatic Stress Disorder among Military Personnel and Firefighters: Implications for Public Policy and Practice," IJERPH, MDPI, vol. 19(3), pages 1-19, January.
    3. Inmaculada Méndez & Juan Pedro Martínez-Ramón & Cecilia Ruiz-Esteban & José Manuel García-Fernández, 2020. "Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers," IJERPH, MDPI, vol. 17(18), pages 1-10, September.
    4. Fei Liu & Huaruo Chen & Jie Xu & Ya Wen & Tingting Fang, 2021. "Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout," IJERPH, MDPI, vol. 18(12), pages 1-15, June.
    5. Kamil Kopecký & Francisco-Domingo Fernández-Martín & René Szotkowski & Gerardo Gómez-García & Klára Mikulcová, 2021. "Behaviour of Children and Adolescents and the Use of Mobile Phones in Primary Schools in the Czech Republic," IJERPH, MDPI, vol. 18(16), pages 1-15, August.
    6. Philippe A. Genoud & Elisabeth L. Waroux, 2021. "The Impact of Negative Affectivity on Teacher Burnout," IJERPH, MDPI, vol. 18(24), pages 1-13, December.
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    1. Francisco Sánchez-Narváez & Juan Jesús Velasco-Orozco & Eduardo Pérez-Archundia, 2023. "Burnout Syndrome and Sleep Quality in Basic Education Teachers in Mexico," IJERPH, MDPI, vol. 20(13), pages 1-21, July.
    2. Lev S. Mazelis & Kirill I. Lavrenyuk & Gleb V. Grenkin, 2023. "Analysis of the Relation Between Expectation of Employees from Corporate Environment and their Burnout," Journal of Applied Economic Research, Graduate School of Economics and Management, Ural Federal University, vol. 22(4), pages 1034-1055.
    3. Belinda Agyapong & Pamela Brett-MacLean & Lisa Burback & Vincent Israel Opoku Agyapong & Yifeng Wei, 2023. "Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review," IJERPH, MDPI, vol. 20(9), pages 1-22, April.
    4. 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.
    5. 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.
    6. Tauqeer Hussain Mallhi & Nimra Aslam Khan & Amina Siddique & Muhammad Salman & Syed Nasir Abbas Bukhari & Muhammad Hammad Butt & Faiz Ullah Khan & Mohammad Khalid & Zia Ul Mustafa & Nida Tanveer & Nav, 2023. "Mental Health and Coping Strategies among University Staff during the COVID-19 Pandemic: A Cross–Sectional Analysis from Saudi Arabia," Sustainability, MDPI, vol. 15(11), pages 1-21, May.
    7. 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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