Mahfoudh Aouatef, Bakhrouf Ahlem, Rassas Ines, Ammar Hajer, Bouzgarrou Lamia, Omrane Amina, Henchi Adnene, Akrout Mohamed, Khalfallah Taoufik
Department of Occupational Medicine and Ergonomics, Faculty of Medicine, University of Monastis, Tunisia.
G Ital Med Lav Ergon. 2019 Jul;41(3):121-124.
Aims. To assess the influence of socio-professional factors on mental health of teachers at primary and secondary schools. Materials and Methods. It's a cross-sectional study, lasted 3 months of the year 2014. This study involved a representative sample of teachers working in public schools. Data collection was based on a survey sheet prepared beforehand and describing socio-demographic and occupational characteristics of the participants. Mental health was assessed by the GHQ 30 score in its validated version in Arabic. Results. Study population was composed of 255 teachers with a participation rate of 78.43%. This population was characterized by a slight female predominance (57.5%) with a sex ratio of 0.73. The mean age was 43.54 ± 8.9 years. Of the responding teachers, 17% felt that their profession was poorly perceived by the society. More than half of participants were satisfied with their profession (68.8%). Relational constraints with parents were reported by 50.5% of teachers. Seventy-one teachers reported having problem of indiscipline in class. The mean GHQ score was 7.21 ± 6.24. Teachers' psychological health deterioration was significantly correlated with smoking (p = 0.03, OR = 0.2, IC = [0.05-0.9]) , pathological antecedents (p = 0.02, OR = 3.6, IC = [1.1-10]), feeling guilty toward pupils passivity (p = 0.01, OR = 3.8, IC = [1.3-10]), to professional seniority (p = 0.008, OR = 0.2, IC = [0.06-0.6], to the image referred back by the society (p = 0.005, OR = 4.9, IC = [1.6-15]), to emotional exhaustion and personal satisfaction (p = 0.00, OR = 12.7, IC = [3.4-47] ). Conclusion. Acting on these factors through a collective preventive approach headed by the Ministry of Education is necessary to reduce the rate of psychological distress among teachers and therefore improve the quality of teaching.
目的。评估社会职业因素对中小学教师心理健康的影响。
材料与方法。这是一项横断面研究，于2014年持续了3个月。本研究涉及公立学校教师的代表性样本。数据收集基于预先准备的调查问卷，该问卷描述了参与者的社会人口统计学和职业特征。心理健康通过阿拉伯语版经过验证的GHQ 30评分进行评估。
结果。研究人群由255名教师组成，参与率为78.43%。该人群的特点是女性略占优势（57.5%），性别比为0.73。平均年龄为43.54±8.9岁。在做出回应的教师中，17%的人认为社会对他们职业的认可度较低。超过一半的参与者对自己的职业感到满意（68.8%）。50.5%的教师报告与家长存在关系方面的限制。71名教师报告课堂上存在纪律问题。GHQ平均得分为7.21±6.24。教师心理健康恶化与吸烟（p = 0.03，OR = 0.2，IC = [0.05 - 0.9]）、既往病史（p = 0.02，OR = 3.6，IC = [1.1 - 10]）、对学生被动状态感到内疚（p = 0.01，OR = 3.8，IC = [1.3 - 10]）以及职业资历（p = 0.008，OR = 0.2，IC = [0.06 - 0.6]）、社会反馈的形象（p = 0.005，OR = 4.9，IC = [1.6 - 15]）、情感耗竭和个人满意度（p = 0.00，OR = 12.7，IC = [3.4 - 47]）显著相关。
结论。通过以教育部为首的集体预防措施针对这些因素采取行动，对于降低教师心理困扰发生率从而提高教学质量是必要的。
