Psychiatry "C" Department, Hedi Chaker University Hospital, Sfax, Tunisia.
Epidemiology Department, Hedi Chaker University Hospital, Sfax, Tunisia.
Pan Afr Med J. 2024 Jan 23;47:27. doi: 10.11604/pamj.2024.47.27.39550. eCollection 2024.
teachers have to adapt during the coronavirus disease 2019 (COVID-19) pandemic to many changes that could potentially make them more vulnerable to psychological distress. We aimed to assess anxiety and depression in Tunisian secondary school teachers during the COVID-19 pandemic and to explore their associated factors.
we conducted a cross-sectional survey concerning Tunisian secondary school teachers between May 1, 2021, and June 30, 2021, using an online survey platform via Google Forms. Participants were asked to fill in a form including two psychometric tests: the General Anxiety Disorder 7 (GAD-7) and the Patient Health Questionnaire 9 (PHQ-9). We performed both univariable and multivariable logistic regression analyses.
a total of 170 secondary school teachers were included, of whom 22.4% (n=38) were males and 77.6% (n=132) were females. The median age was 45.5 years (Q1=39, Q3=49). The overall anxiety prevalence was 34.7% (n=59) while it was 41.7% (n=71) for depression. In multivariable analysis, anxiety was strongly associated with sleep disturbances (aOR: 5.1; 95% CI: 1.80-14.45; p=0.002) and depression (aOR: 33.91; 95% CI: 12.32-93.33; p<0.001) while depression was strongly associated with dissatisfaction with working conditions (aOR: 3.99; 95% CI: 1.49-10.65; p=0.006), the irregular wearing of protective masks (aOR: 3.94; 95% CI: 1.33-11.66; p=0.013) and anxiety (aOR=51.63; 95% CI: 17.74-150.25; p<0.001).
secondary school teachers in Tunisia are characterized by a high rate of anxiety and depressive disorders which are related to personal and professional factors on which we can act by supplying of educational institutions by protective masks, the implementation of programs for adjusting working conditions and the practice of non-pharmacological interventions for insomnia management.
在 2019 年冠状病毒病（COVID-19）大流行期间，教师必须适应许多变化，这些变化可能使他们更容易受到心理困扰。我们旨在评估 COVID-19 大流行期间突尼斯中学教师的焦虑和抑郁程度，并探讨其相关因素。
我们于 2021 年 5 月 1 日至 2021 年 6 月 30 日期间使用 Google 表单通过在线调查平台对突尼斯中学教师进行了横断面调查。参与者被要求填写一份包含两项心理测试的表格：一般焦虑障碍 7 项（GAD-7）和患者健康问卷 9 项（PHQ-9）。我们进行了单变量和多变量逻辑回归分析。
共纳入 170 名中学教师，其中 22.4%（n=38）为男性，77.6%（n=132）为女性。中位数年龄为 45.5 岁（Q1=39，Q3=49）。总体焦虑患病率为 34.7%（n=59），而抑郁患病率为 41.7%（n=71）。多变量分析显示，焦虑与睡眠障碍密切相关（aOR：5.1；95%CI：1.80-14.45；p=0.002）和抑郁（aOR：33.91；95%CI：12.32-93.33；p<0.001），而抑郁与对工作条件的不满密切相关（aOR：3.99；95%CI：1.49-10.65；p=0.006），不规则佩戴防护口罩（aOR：3.94；95%CI：1.33-11.66；p=0.013）和焦虑（aOR=51.63；95%CI：17.74-150.25；p<0.001）。
突尼斯中学教师焦虑和抑郁障碍发生率较高，与个人和职业因素有关，我们可以通过为教育机构提供防护口罩、实施调整工作条件的方案以及实施非药物干预失眠管理来加以应对。
