Examining the economic burden and mental health distress among government school teachers in Sri Lanka: a cross-sectional study.

Abstract

Teachers play a key role in improving education system, yet rising psychological disorders among them, influenced by various social, economic, and workplace pressures, pose challenges. The ongoing financial crisis in Sri Lanka has intensified these pressures, impacting teachers' lifestyles and mental health. This study explores the relationship between the economic crisis and mental health outcomes among teachers in Sri Lankan government schools, aiming to support improvements in the education system. A cross-sectional study was conducted among government school teachers (n = 283) in Sri Lanka, utilizing an online-based, self-administered questionnaire to collect data on general demographics, lifestyle adjustments due to financial strain, and strategies for bridging the income gap among the study participants. The psychometric properties of teachers were assessed using the General Health Questionnaire (GHQ-12), and its factor structure was evaluated through Exploratory Factor Analysis (EFA) and validated by Confirmatory Factor Analysis (CFA). Descriptive statistics, including mean, standard deviation (SD), frequencies, and percentages, were calculated with a 95% confidence interval (CI), and significance was set at p < 0.05. Multivariate regression analysis was also performed to identify predictors of mental distress among participants. Among the respondents (response rate 84.5%), 65% were female, and 24% were aged 25-30. Most participants (82.3%) were married, and approximately 29% had 10 to 15 years of teaching experience. Notably, 81.6% reported that their monthly income was insufficient for their needs, with 77% reducing necessary expenses to manage finances and 77.7% seeking supplementary income. The mean GHQ-12 score was 15.15 (SD ± 8.14, 95% CI), indicating that 33.6% of participants experienced low distress, 13.4% showed psychological distress, and 30.4% reported severe distress. EFA revealed a two-factor structure: Factor 1 (social dysfunction) and Factor 2 (depression and anxiety). Multivariate analysis identified the lack of savings and reducing monthly expenditures as significant predictors of psychological distress. In conclusion, the study found that teachers' incomes were generally inadequate to meet their monthly expenses, prompting lifestyle modifications that correlated with adverse mental health outcomes. Therefore, interventions aimed at improving teachers' psychological well-being are necessary, and policies addressing the financial challenges faced by teachers in Sri Lanka should be strengthened.