Hossain Md Tanvir, Islam Md Akhtarul, Jahan Nusrat, Nahar Mst Tanmin, Sarker Md Juwel Ahmed, Rahman Md Mostafizur, Deeba Farah, Hoque Kazi Enamul, Aktar Rina, Islam Md Mazharul, Hossain Mohammed Zaber, Siddiqua Laila, Mahbub Zisan, Islam Md Nazrul
Sociology Discipline, Social Science School, Khulna University, Khulna, Bangladesh.
Statistics Discipline, Science, Engineering and Technology School, Khulna University, Khulna, Bangladesh.
Front Psychiatry. 2022 Jul 25;13:938230. doi: 10.3389/fpsyt.2022.938230. eCollection 2022.
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.
This study was aimed to explore the prevalence of mental health problems among teachers in Bangladesh and to identify the associated risk factors.
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.
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.
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.
2020年第一季度，在新冠疫情爆发后，孟加拉国政府实施了严格的非治疗性措施，即“社交距离”“封锁”“居家办公”。与其他专业人员一样，中小学及高校教师都被困在家中。然而，在线教育的推行给教师带来了额外负担，同时家庭责任也日益加重，从而影响了他们的心理状态。
本研究旨在探讨孟加拉国教师心理健康问题的患病率，并确定相关风险因素。
这项基于网络的横断面研究是在孟加拉国第二波新冠疫情期间进行的。2021年8月1日至8月29日，通过谷歌表单发放自填式电子问卷，从381名中小学及高校教师中收集数据，采用抑郁、焦虑和压力量表评估教师的心理健康状况。使用IBM SPSS Statistics（版本26）和STATA版本16对数据进行分析，并进行多元线性回归以预测教师的心理健康问题。
研究结果表明，教师中抑郁、焦虑和压力的总体患病率分别为35.4%、43.7%和6.6%。男性教师和年长教师的患病率高于女性教师和年轻教师。研究结果还表明，居住地、所在机构、自我报告的健康状况、社交和电子媒体的使用情况以及对新冠的恐惧对教师的心理健康状况有显著影响。
强烈建议政府和政策制定者为教师提供适当的心理健康服务，以减少心理健康问题，从而在疫情期间及之后维持教育质量。
