校园长的新冠相关恐惧、压力和抑郁：新冠症状、信息混乱、与健康相关的活动受限、工作时间、连贯感和健康素养的影响。
COVID-19-related fear, stress and depression in school principals: impacts of symptoms like COVID-19, information confusion, health-related activity limitations, working hours, sense of coherence and health literacy.
机构信息
School of Nutrition and Health Sciences, Taipei Medical University, Taipei, Taiwan.
International Ph.D. Program in Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan.
出版信息
Ann Med. 2022 Dec;54(1):2064-2077. doi: 10.1080/07853890.2022.2101688.
BACKGROUND
School principals have been reported to have a higher prevalence of burnout and psychological problems than their colleagues. During the pandemic, extra workload and pressure from unprecedented situations potentially cause fear, stress and depression. Therefore, we aimed to explore associated factors of stress, fear of COVID-19 (F-CoV-19S) and depressive symptoms among school principals.
METHODS
A cross-sectional online survey was conducted in Taiwan from 23 June to 16 July 2021. Data of 413 school principals were collected, including socio-demographic factors, COVID-19-related factors, work-related information, health status, sense of coherence (SoC), health literacy (HL), F-CoV-19S, stress and depression. Multiple linear and logistic regression models were utilized to explore associations.
RESULTS
School principals with symptoms like COVID-19 (S-COVID-19-S), or with health-related activity limitations had a higher score of stress ( = 0.92; = .039) ( = 1.52; < .001) and a higher depression likelihood (OR = 3.38; < .001) (OR = 3.06; < .001), whereas those with a better SoC had a lower stress score (B = -1.39; < .001) and a lower depression likelihood (OR = 0.76; = .020). School principals confusing about COVID-19-related information had a higher score of stress ( = 2.47; < .001) and fear ( = 3.77; < .001). The longer working time was associated with a higher fear score ( = 1.69; = .006). Additionally, school principals with a higher HL score had a lower stress score (B = -1.76; < .001), a lower fear score (B = -1.85; < .001) and a lower depression likelihood (OR = 0.53; = .043).
CONCLUSIONS
Health-related activity limitations, S-COVID-19-S, COVID-19-related information confusion and longer working hours were positively associated with at least one mental health problem (e.g. stress, fear and depression), whereas better SoC and HL showed the benefits to mitigate fear, stress and depressive symptoms in school principals. Our study provides evidence for appropriate strategies to improve principals' mental health during the pandemic.Key messages:School principals with health-related activity limitations or with symptoms like COVID-19 were more likely to be stressed and depressed.Higher levels of stress and fear were observed in school principals who confused about COVID-19-related information, and who had longer working time than before the pandemic.Better sense of coherence and higher health literacy could potentially mitigate the fear, stress and depressive symptoms in school principals.
背景
据报道，与同事相比，校长更容易出现倦怠和心理问题。在大流行期间，额外的工作量和前所未有的情况带来的压力可能会导致恐惧、压力和抑郁。因此，我们旨在探讨与学校校长的压力、对 COVID-19 的恐惧（F-CoV-19S）和抑郁症状相关的因素。
方法
2021 年 6 月 23 日至 7 月 16 日，在台湾进行了一项横断面在线调查。共收集了 413 名校长的数据，包括社会人口统计学因素、与 COVID-19 相关的因素、工作相关信息、健康状况、应对能力（SoC）、健康素养（HL）、F-CoV-19S、压力和抑郁。利用多元线性和逻辑回归模型进行相关性分析。
结果
出现 COVID-19 相关症状（S-COVID-19-S）或存在与健康相关的活动受限的校长，其压力评分更高（ = 0.92； = .039）（ = 1.52； < .001），抑郁可能性更高（OR = 3.38； < .001）（OR = 3.06； < .001），而应对能力较强的校长压力评分较低（B = -1.39； < .001），抑郁可能性较低（OR = 0.76； = .020）。对 COVID-19 相关信息感到困惑的校长压力评分较高（ = 2.47； < .001）和恐惧评分较高（ = 3.77； < .001）。工作时间较长与较高的恐惧评分相关（ = 1.69； = .006）。此外，HL 评分较高的校长压力评分较低（B = -1.76； < .001），恐惧评分较低（B = -1.85； < .001），抑郁可能性较低（OR = 0.53； = .043）。
结论
与健康相关的活动受限、S-COVID-19-S、对 COVID-19 相关信息的困惑以及工作时间延长与至少一种心理健康问题（如压力、恐惧和抑郁）呈正相关，而较强的应对能力和较高的 HL 显示出减轻校长恐惧、压力和抑郁症状的益处。我们的研究为大流行期间改善校长心理健康提供了证据。
关键信息
与健康相关的活动受限或出现 COVID-19 相关症状的校长更有可能感到压力和抑郁。
对 COVID-19 相关信息感到困惑、工作时间比大流行前长的校长，其压力和恐惧评分较高。
较强的应对能力和较高的健康素养可能会减轻校长的恐惧、压力和抑郁症状。
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