Tran Thuy Thi Thu, Ta Quynh Chi, Vu Son Thai, Nguyen Huong Thi, Do Thao Thu, Dang Anh Hoang
Department of Occupational Health and Safety, Hanoi University of Public Health, Hanoi, Vietnam.
The Center for Injury Policy and Prevention Research, Hanoi University of Public Health, Hanoi, Vietnam.
PLOS Glob Public Health. 2024 Feb 28;4(2):e0002932. doi: 10.1371/journal.pgph.0002932. eCollection 2024.
The working conditions for teachers in Vietnam were characterized by increased workload and pressure, burdening teachers' well-being. The study aims to investigate anxiety prevalence and identify some related factors among primary and secondary school teachers in Hanoi after the first COVID-19 outbreak in 2020. This paper analyzed data of 481 teachers working at ten primary and secondary schools in Hanoi city. Anxiety was measured using the anxiety component of the Depression, Anxiety, and Stress scale 42 items. Multivariable logistics regression was performed to examine anxiety-related factors using SPSS 20.0 at a significant level p less than 0.05. The prevalence of anxiety symptoms was 42.4% and similar between primary and secondary school teachers. More secondary teachers reported moderate to severe anxiety symptoms than primary teachers did (31.6% and 27.7%). Primary school teachers who felt discomfort with their supervisor's assessment, high responsibility for student safety, and ever thinking of leaving their current job were more likely to report anxiety symptoms (OR (95%CI) = 2.8 (1.2-6.5), 3.6 (1.0-12.8), and 2.6 (1.3-5.4), respectively). Meanwhile, the discomfort of caring for many students or problematic students, repetitive work, and disagreement with coworkers were risk factors of anxiety among secondary school teachers (OR (95%CI) = 2.6 (1.2-5.8), 3.2 (1.1-9.2), 3.4 (1.3-8.8), and 3.7 (1.1-12.6), respectively). In conclusion, the prevalence of teachers with anxiety symptoms is on the rise, caused by the characteristics of the job and professional relationships. Tailored support for teachers in different grades is necessary to improve and prevent teachers' anxiety.
越南教师的工作条件呈现出工作量增加和压力增大的特点，给教师的幸福感带来了负担。该研究旨在调查2020年首次爆发新冠疫情后河内市中小学教师的焦虑症患病率，并确定一些相关因素。本文分析了河内市十所中小学的481名教师的数据。使用抑郁、焦虑和压力量表42项中的焦虑分量表来测量焦虑程度。使用SPSS 20.0在显著水平p小于0.05的情况下进行多变量逻辑回归，以检查与焦虑相关的因素。焦虑症状的患病率为42.4%，中小学教师之间相似。报告中度至重度焦虑症状的中学教师比小学教师更多（分别为31.6%和27.7%）。对上级评估感到不适、对学生安全责任重大以及曾考虑辞去目前工作的小学教师更有可能报告焦虑症状（OR（95%CI）分别为2.8（1.2 - 6.5）、3.6（1.0 - 12.8）和2.6（1.3 - 5.4））。同时，照顾众多学生或问题学生的不适感、重复性工作以及与同事意见不合是中学教师焦虑的风险因素（OR（95%CI）分别为2.6（1.2 - 5.8）、3.2（1.1 - 9.2）、3.4（1.3 - 8.8）和3.7（1.1 - 12.6））。总之，有焦虑症状的教师患病率呈上升趋势，这是由工作特点和职业关系导致的。为不同年级的教师提供量身定制的支持对于改善和预防教师焦虑是必要的。
