Influence of socioprofessional determinants on teachers' mental well-being.

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.