加纳教师焦虑和抑郁症状的预测因素：一项随机对照试验的证据。
Predictors of anxiety and depressive symptoms among teachers in Ghana: Evidence from a randomized controlled trial.
机构信息
Population Studies Center, University of Pennsylvania, 239 McNeil Building 3718 Locust Walk, Philadelphia, PA, 19104, USA.
Graduate School of Education, University of Pennsylvania, 3700 Walnut Street, Philadelphia, PA, 9104, USA.
出版信息
Soc Sci Med. 2020 May;253:112957. doi: 10.1016/j.socscimed.2020.112957. Epub 2020 Mar 25.
RATIONALE
While teachers are heralded as key drivers of student learning outcomes, little attention has been paid to teachers' mental health, especially in less-developed countries such as Ghana. Professional background, workplace environment, and personal life stressors may threaten teachers' mental health and subsequent effectiveness in the classroom.
OBJECTIVES
The objectives of this study were to investigate 1) whether and how professional background, workplace environment, and personal life stressors predicted teachers' anxiety and depressive symptoms, and 2) whether participation in a professional development intervention predicted change in teachers' symptoms over the course of one school year in Ghana.
METHOD
We used multilevel models to examine predictors of depressive and anxiety symptoms among 444 kindergarten teachers (98% female; age range: 18-69) who participated in the Quality Preschool for Ghana (QP4G) Study. QP4G was a school-randomized control trial (n = 108 public schools; n = 132 private schools) evaluating a one-year teacher professional development intervention program implemented with and without parental-awareness meetings. Teacher depressive and anxiety symptoms were assessed at baseline before the intervention and at the end of the school year.
RESULTS
Poor workplace environment was associated with increased anxiety and depressive symptoms. Social support also predicted symptoms, with lack of support from students' parents and being new to the local community associated with more anxiety symptoms. Within teachers' personal lives, household food insecurity predicted more depressive symptoms. Finally, anxiety and depressive symptoms increased for all teachers over the school year. However, randomization to either intervention was linked to a significantly smaller increase in symptoms over the school year.
CONCLUSIONS
Results suggest that teachers' personal and professional lives are consequential for their mental health, and that professional development interventions that provide training and in-class coaching and parent engagement may benefit teachers' mental health.
背景
尽管教师被誉为学生学习成果的关键推动者，但很少关注教师的心理健康，尤其是在加纳等欠发达国家。专业背景、工作场所环境和个人生活压力源可能会威胁教师的心理健康及其在课堂上的后续效能。
目的
本研究旨在探讨：1）专业背景、工作场所环境和个人生活压力源是否以及如何预测教师的焦虑和抑郁症状；2）参加专业发展干预是否会预测加纳一学年内教师症状的变化。
方法
我们使用多层模型来研究 444 名幼儿园教师（98%为女性；年龄范围：18-69 岁）的抑郁和焦虑症状的预测因素，他们参加了加纳优质学前教育（QP4G）研究。QP4G 是一项学校随机对照试验（n=108 所公立学校；n=132 所私立学校），评估了为期一年的教师专业发展干预计划，该计划在有和没有家长意识会议的情况下实施。在干预之前和学年结束时，对教师的抑郁和焦虑症状进行了基线评估。
结果
不良的工作场所环境与焦虑和抑郁症状增加有关。社会支持也与症状有关，缺乏学生家长的支持以及刚到当地社区与更多的焦虑症状有关。在教师的个人生活中，家庭粮食不安全与更多的抑郁症状有关。最后，所有教师的焦虑和抑郁症状在整个学年都有所增加。但是，随机分配到任何一种干预措施都与学年内症状的显著减少有关。
结论
结果表明，教师的个人和职业生活对他们的心理健康有重要影响，提供培训、课堂辅导和家长参与的专业发展干预可能有益于教师的心理健康。
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