Agyapong Belinda, Dias Raquel da Luz, Wei Yifeng, Agyapong Vincent Israel Opoku
Department of Psychiatry, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB T6G 2H5, Canada.
Department of Psychiatry, Faculty of Medicine, Dalhousie University, Halifax, NS B3H 2E2, Canada.
J Clin Med. 2024 Jul 25;13(15):4339. doi: 10.3390/jcm13154339.
High stress levels can be problematic for teachers and indirectly affect students. Resilience may be a protective factor for overcoming stress. Knowledge about the prevalence and correlates of high stress and low resilience will provide information about the extent of the problem among teachers in Canada. This is a cross-sectional study among teachers in Alberta, Nova Scotia, and Newfoundland and Labrador in Canada. Participants self-subscribed to the Wellness4Teachers supportive text messaging program and completed the online survey on enrollment. Baseline data collection occurred from 1 September 2022 to 30 August 2023. Resilience and stress were, respectively, assessed using the Brief Resilience Scale (BRS) and the Perceived Stress Scale (PSS-10). The data were analyzed with SPSS version 28 using chi-squared tests and binary logistic regression analysis. A total of 1912 teachers subscribed to the Wellness4Teachers program, and 810 completed the baseline survey, yielding a response rate of 42.40%. Most of the participants, 87.8%, were female, and 12.2% were aged 18 to 61 and above. The prevalence of low resilience was 40.1%, and high stress had a prevalence of 26.3%. After controlling for all the other variables in the logistic regression model, participants with low resilience were 3.10 times more likely to experience high-stress symptoms than those with normal to high resilience (OR = 3.10; 95% CI: 2.18-4.41). Conversely, participants who reported high stress were 3.13 times more likely to have low resilience than those with low to moderate stress (OR = 3.13; 95% CI: 2.20-4.44). Additionally, junior and senior high school teachers were, respectively, 2.30 times (OR = 2.30; 95% CI: 1.25-4.23) and 2.12 times (OR = 2,12; 95% CI: 1.08-4.18) more likely to have low resilience compared to elementary school teachers. Our study findings suggest a high prevalence of stress and low resilience among teachers in the three Canadian provinces. Administrators, policymakers in the educational field, school boards, and governments should integrate stress management and resilience-building strategies into teachers' training and continuing professional development programs.
高压力水平对教师而言可能会引发问题，并间接影响学生。心理韧性可能是克服压力的一个保护因素。了解高压力和低心理韧性的患病率及其相关因素，将为了解加拿大教师群体中该问题的严重程度提供信息。这是一项针对加拿大艾伯塔省、新斯科舍省以及纽芬兰和拉布拉多省教师开展的横断面研究。参与者自行订阅了“教师健康4”支持性短信服务项目，并在注册时完成了在线调查。基线数据收集时间为2022年9月1日至2023年8月31日。分别使用简易心理韧性量表（BRS）和感知压力量表（PSS - 10）来评估心理韧性和压力水平。数据采用SPSS 28版软件，通过卡方检验和二元逻辑回归分析进行分析。共有1912名教师订阅了“教师健康4”项目，810人完成了基线调查，回复率为42.40%。大多数参与者（87.8%）为女性，12.2%的参与者年龄在18岁至61岁及以上。低心理韧性的患病率为40.1%，高压力的患病率为26.3%。在逻辑回归模型中控制所有其他变量后，心理韧性低的参与者出现高压力症状的可能性是心理韧性正常至高心理韧性参与者的3.10倍（比值比=3.10；95%置信区间：2.18 - 4.41）。相反，报告有高压力的参与者心理韧性低的可能性是低至中度压力参与者的3.13倍（比值比=3.13；95%置信区间：2.20 - 4.44）。此外，与小学教师相比，初中和高中教师心理韧性低的可能性分别高2.30倍（比值比=2.30；95%置信区间：1.25 - 4.23）和2.12倍（比值比=2.12；95%置信区间：1.08 - 4.18）。我们的研究结果表明，加拿大这三个省份的教师中压力水平高和心理韧性低的情况很普遍。教育管理人员、教育领域的政策制定者、学校董事会和政府应将压力管理和心理韧性培养策略纳入教师培训及持续专业发展项目中。
