Bouizzal Fatima, Guider Hicham, El Mourabit Merouane, El Madhi Youssef, Ouahidi Moulay Laarbi
Laboratory of Biology and Health, Faculty of Science, Ibn Tofail University, P.O. Box 133, Kenitra 14000, Morocco.
Laboratory of Electronic Systems, Information Processing, Mechanics and Energy, Faculty of Science, Ibn Tofail University, Kenitra, Morocco.
Pan Afr Med J. 2024 Aug 7;48:158. doi: 10.11604/pamj.2024.48.158.43552. eCollection 2024.
since the Ministry of National Education introduced contractual recruitment in 2016, Morocco has faced significant challenges related to the well-being of its contractual teachers. This study investigates the impact of job precarity on the mental health of these teachers, specifically focusing on fatigue and psychological distress.
we collected responses from 245 contractual teachers across Morocco's 12 regions, utilizing the Individual Strength Checklist (CIS) to assess fatigue and the General Health Questionnaire (GHQ) for psychological distress. Our findings reveal that teachers' average scores on the CIS (51.7 ± 19.7) and GHQ (12.3 ± 4.6) were notably high, indicating significant job-related stress and emotional suffering.
our study indicates that teachers had very high average scores on the CIS (51.7 ± 19.7) and GHQ (12.3 ± 4.6), suggesting that they experienced considerable job-related stress and emotional distress. Our research revealed that 31% of teachers reported experiencing weariness, while 26% reported experiencing psychological distress. Additionally, out of the individuals who reported experiencing chronic exhaustion, 39% specifically experienced fatigue alone, while 61% experienced both fatigue and psychological discomfort. This suggests a significant association between these two conditions.
the research emphasizes that Moroccan contractual teachers have a shared experience of exhaustion and mental anguish, which is worsened by the uncertainty of their job. Specific interventions are required to address and alleviate these unique effects on teachers' well-being, thereby enhancing the entire educational atmosphere.
自2016年国家教育部引入合同制招聘以来，摩洛哥在合同制教师的福祉方面面临重大挑战。本研究调查了工作不稳定对这些教师心理健康的影响，特别关注疲劳和心理困扰。
我们收集了摩洛哥12个地区245名合同制教师的回复，使用个人力量清单（CIS）评估疲劳，使用一般健康问卷（GHQ）评估心理困扰。我们的研究结果显示，教师在CIS（51.7±19.7）和GHQ（12.3±4.6）上的平均得分显著较高，表明存在与工作相关的重大压力和情绪痛苦。
我们的研究表明，教师在CIS（51.7±19.7）和GHQ（12.3±4.6）上的平均得分非常高，这表明他们经历了相当大的与工作相关的压力和情绪困扰。我们的研究显示，31%的教师表示感到疲惫，而26%的教师表示经历了心理困扰。此外，在报告经历慢性疲惫的人中，39%的人仅经历了疲劳，而61%的人同时经历了疲劳和心理不适。这表明这两种情况之间存在显著关联。
该研究强调，摩洛哥合同制教师有共同的疲惫和精神痛苦经历，而工作的不确定性使这种情况更加恶化。需要采取具体干预措施来应对和减轻对教师福祉的这些独特影响，从而改善整个教育氛围。
