COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis.

IF 2.4 3区工程技术 Q2 ENGINEERING, INDUSTRIAL

Cognition Technology & Work Pub Date : 2022-05-04 DOI:10.3233/WOR-220062

Kang Ma, Luyao Liang, M. Chutiyami, Sandy Nicoll, Teguh Khaerudin, Xuan Van Ha

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引用次数: 21

Abstract

BACKGROUND As millions of teachers have been forced to rely upon remote teaching due to the closure of schools during the COVID-19 pandemic. It is particularly important to understand the extent to which teacher's psychological wellbeing has been affected by this global health crisis. OBJECTIVE The aim of this comprehensive systematic review and meta-analysis was twofold: 1) ascertain the prevalence of stress, anxiety, depression among teachers during the COVID-19 outbreak; 2) identify the associated factors of these psychological wellbeing domains of the teachers. METHODS Academic Search Premier, Eric, PsycInfo, Scopus, and Web of Science were searched for articles published from December 2019 and July 2021, using search terms including "COVID-19" "anxiety" "depression" "stress", and "teachers". RESULTS This study included 54 studies synthesising data from 256,896 teachers across 22 countries. The meta-analysis showed higher prevalence of stress (62.6%, 95% Confidence Interval [CI]: 46.1-76.6), compared to anxiety (36.3%, 95% CI: 28.5-44.9) and depression (59.9%, 95% CI: 43.4-74.4) among teachers. Teachers' experiences of these psychological issues were associated with various socio-demographic and institutional factors, including gender, nature of online teaching, job satisfaction, teaching experience, and the volume of workload. Additionally, several protective factors, such as regular exercises and provision of technical support for online teaching, reduced teachers' negative psychological experiences. CONCLUSION There is a need for authorities to formulate educational policies to improve teachers' wellbeing at the time of global crisis. Special attention should be paid to assist female teachers in overcoming physical and mental stressors.

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教师与COVID-19大流行相关的焦虑、压力和抑郁:系统综述和荟萃分析

背景:在2019冠状病毒病大流行期间，由于学校关闭，数百万教师被迫依靠远程教学。尤其重要的是要了解教师的心理健康在多大程度上受到这场全球健康危机的影响。目的本综合系统评价和荟萃分析的目的有两个:1)了解新冠肺炎疫情期间教师的压力、焦虑、抑郁患病率;2)识别教师心理健康领域的相关因素。方法使用academic Search Premier、Eric、PsycInfo、Scopus和Web of Science检索2019年12月至2021年7月发表的文章，检索词包括“COVID-19”、“焦虑”、“抑郁”、“压力”和“教师”。结果这项研究包括54项研究，综合了来自22个国家的256896名教师的数据。荟萃分析显示，与焦虑(36.3%，95% CI: 28.5-44.9)和抑郁(59.9%，95% CI: 43.4-74.4)相比，教师中压力(62.6%，95% CI: 46.1-76.6)的患病率更高。教师对这些心理问题的经历与各种社会人口和制度因素有关，包括性别、在线教学的性质、工作满意度、教学经验和工作量。此外，一些保护性因素，如定期练习和为在线教学提供技术支持，减少了教师的负面心理体验。结论在全球经济危机的背景下，政府有必要制定教育政策，提高教师的福利水平。应特别注意帮助女教师克服身体和精神上的压力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cognition Technology & Work ENGINEERING, INDUSTRIAL-

CiteScore

6.90

自引率

7.70%

发文量

审稿时长

>12 weeks

期刊介绍： Cognition, Technology & Work focuses on the practical issues of human interaction with technology within the context of work and, in particular, how human cognition affects, and is affected by, work and working conditions. The aim is to publish research that normally resides on the borderline between people, technology, and organisations. Including how people use information technology, how experience and expertise develop through work, and how incidents and accidents are due to the interaction between individual, technical and organisational factors. The target is thus the study of people at work from a cognitive systems engineering and socio-technical systems perspective. The most relevant working contexts of interest to CTW are those where the impact of modern technologies on people at work is particularly important for the users involved as well as for the effects on the environment and plants. Modern society has come to depend on the safe and efficient functioning of a multitude of technological systems as diverse as industrial production, transportation, communication, supply of energy, information and materials, health and finance.