TY - JOUR
T1 - Mental Health Status of Teachers During the Second Wave of the COVID-19 Pandemic
T2 - A Web-Based Study in Bangladesh
AU - Hossain, Md Tanvir
AU - Islam, Md Akhtarul
AU - Jahan, Nusrat
AU - Nahar, Mst Tanmin
AU - Sarker, Md Juwel Ahmed
AU - Rahman, Md Mostafizur
AU - Deeba, Farah
AU - Hoque, Kazi Enamul
AU - Aktar, Rina
AU - Islam, Md Mazharul
AU - Hossain, Mohammed Zaber
AU - Siddiqua, Laila
AU - Mahbub, Zisan
AU - Islam, Md Nazrul
N1 - Funding Information:
This work was partially supported by “High Impact Factor Journal Publication Grants (HIFJPG – 01/2022)” of Khulna University for Open Access Publication.
Publisher Copyright:
Copyright © 2022 Hossain, Islam, Jahan, Nahar, Sarker, Rahman, Deeba, Hoque, Aktar, Islam, Hossain, Siddiqua, Mahbub and Islam.
PY - 2022/7/25
Y1 - 2022/7/25
N2 - Background: Following the outbreak of the COVID-19 pandemic, the government of Bangladesh implemented strict non-therapeutic measures, i.e., “social distancing,” “lockdown,” “work from home,” in the first quarter of 2020. Like other professionals, teachers at schools, colleges and universities were confined within households. However, the introduction of online education imposed an additional burden on teachers along with growing household responsibilities, thus, affecting their psychological state. Aims: This study was aimed to explore the prevalence of mental health problems among teachers in Bangladesh and to identify the associated risk factors. Methods: This web-based cross-sectional study was conducted during the second wave of COVID-19 pandemic in Bangladesh. Data were collected from 381 teachers working at schools, colleges, and universities between 01 August and 29 August 2021 by administering a self-reported e-questionnaire using Google Form, where the mental health of teachers was assessed by depression, anxiety, and stress scale. Data were analyzed using IBM SPSS Statistics (Version 26) and STATA Version 16, and multiple linear regression was executed to predict mental health problems among teachers. Results: The findings indicate that the overall prevalence of depression, anxiety, and stress among teachers was 35.4%, 43.7%, and 6.6%, respectively. The prevalence was higher among male and older teachers than among their female and younger colleagues. The findings further showed that place of residence, institution, self-reported health, usage of social and electronic media, and fear of COVID-19 significantly influenced the mental health status of teachers. Conclusion: It is strongly recommended that the government and policymakers provide proper mental health services to teachers in order to reduce mental health problems and thus sustain the quality of education during and after the pandemic.
AB - Background: Following the outbreak of the COVID-19 pandemic, the government of Bangladesh implemented strict non-therapeutic measures, i.e., “social distancing,” “lockdown,” “work from home,” in the first quarter of 2020. Like other professionals, teachers at schools, colleges and universities were confined within households. However, the introduction of online education imposed an additional burden on teachers along with growing household responsibilities, thus, affecting their psychological state. Aims: This study was aimed to explore the prevalence of mental health problems among teachers in Bangladesh and to identify the associated risk factors. Methods: This web-based cross-sectional study was conducted during the second wave of COVID-19 pandemic in Bangladesh. Data were collected from 381 teachers working at schools, colleges, and universities between 01 August and 29 August 2021 by administering a self-reported e-questionnaire using Google Form, where the mental health of teachers was assessed by depression, anxiety, and stress scale. Data were analyzed using IBM SPSS Statistics (Version 26) and STATA Version 16, and multiple linear regression was executed to predict mental health problems among teachers. Results: The findings indicate that the overall prevalence of depression, anxiety, and stress among teachers was 35.4%, 43.7%, and 6.6%, respectively. The prevalence was higher among male and older teachers than among their female and younger colleagues. The findings further showed that place of residence, institution, self-reported health, usage of social and electronic media, and fear of COVID-19 significantly influenced the mental health status of teachers. Conclusion: It is strongly recommended that the government and policymakers provide proper mental health services to teachers in order to reduce mental health problems and thus sustain the quality of education during and after the pandemic.
KW - anxiety
KW - Bangladesh
KW - COVID-19
KW - depression
KW - mental health
KW - prevalence
KW - stress
KW - teacher
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UR - http://www.scopus.com/inward/citedby.url?scp=85136484741&partnerID=8YFLogxK
U2 - 10.3389/fpsyt.2022.938230
DO - 10.3389/fpsyt.2022.938230
M3 - Article
C2 - 35958639
AN - SCOPUS:85136484741
SN - 1664-0640
VL - 13
SP - 938230
JO - Frontiers in Psychiatry
JF - Frontiers in Psychiatry
M1 - 938230
ER -
