He Lulu, Huang Lingling, Huang Yuanyuan, Li Hehua, Zhang Ziyun, Li Junhao, Lin Shisong, Wu Kai, Huang Dongchang, Wu Fengchun
The Affiliated Brain Hospital, Guangzhou Medical University, Guangzhou, China.
Dongguan Dalang No. 1 Middle School, Dongguan, China.
Front Psychiatry. 2025 Mar 20;16:1567553. doi: 10.3389/fpsyt.2025.1567553. eCollection 2025.
Teachers are more likely to experience mental health issues than the general population, yet few studies focus on Chinese teachers. After the "Double Reduction" policy, teacher workload and stress have risen significantly. In Dongguan, a city actively implementing educational reforms, teacher mental health may be particularly concerning. Anxiety, depression, and burnout are prevalent mental health issues. This study examined the prevalence and factors linked to anxiety, depression, and burnout among Dongguan teachers.
A cross-sectional survey evaluated the mental health of primary and secondary school teachers in Dongguan, China, using two-stage random sampling. Eleven schools were randomly selected, with 30 teachers chosen from each of 330 invited participants, 313 completed the survey (94.8% response rate), and 259 valid responses were retained after excluding incomplete or inconsistent answers. The study used the Zung Self-Rating Anxiety Scale (SAS), Zung Self-Rating Depression Scale (SDS), and Maslach Burnout Inventory-Educators Survey (MBI-ES). Wilcoxon rank-sum and Kruskal-Wallis tests identified factors linked to anxiety, depression, and burnout. Variables with ≤ 0.10 in univariate analysis were included in multivariate logistic regression, with cut-offs of 50 for SAS, 53 for SDS, 27 for Emotional Exhaustion (EE), 13 for Depersonalization (DP), and 31 for Personal Accomplishment (PA). A ≤ 0.10 threshold was used to avoid omitting potential predictors.
The study found anxiety, depression, and burnout prevalence rates of 19.3%, 34.7%, and 74.5%, respectively (95% CI: 14.5-24.1; 28.9-40.6; 69.2-79.9). Junior high school teachers (OR = 0.47) and those with higher education (OR = 0.39) had a lower depression risk. Female teachers (OR = 1.96) had a higher risk of emotional exhaustion (EE), while older teachers (OR = 0.923) had a lower risk of reduced personal accomplishment (PA). Anxiety and depersonalization (DP) showed no significant associations.
The study found high rates of depression and burnout among teachers, influenced by educational level, school type, sex, and age. Authorities should address these issues by clarifying teacher responsibilities, providing mental health training, and establishing monitoring systems. As a cross-sectional study, it cannot determine causality, and further longitudinal research is needed to confirm these findings.
教师比普通人群更容易出现心理健康问题，但很少有研究关注中国教师。“双减”政策实施后，教师的工作量和压力显著增加。在积极推行教育改革的东莞市，教师的心理健康状况可能尤其令人担忧。焦虑、抑郁和职业倦怠是普遍存在的心理健康问题。本研究调查了东莞教师中焦虑、抑郁和职业倦怠的患病率及其相关因素。
采用两阶段随机抽样的横断面调查评估了中国东莞市中小学教师的心理健康状况。随机选取11所学校，从330名受邀参与者中，每所学校选取30名教师，313人完成了调查（应答率为94.8%），排除不完整或不一致的回答后，保留了259份有效问卷。本研究使用了zung自评焦虑量表（SAS）、zung自评抑郁量表（SDS）和马氏职业倦怠量表-教育工作者调查（MBI-ES）。Wilcoxon秩和检验和Kruskal-Wallis检验确定了与焦虑、抑郁和职业倦怠相关的因素。单因素分析中P≤0.10的变量纳入多因素logistic回归分析，SAS的临界值为50，SDS为53，情感耗竭（EE）为27，去个性化（DP）为13，个人成就感（PA）为31。采用P≤0.10的阈值以避免遗漏潜在预测因素。
研究发现焦虑、抑郁和职业倦怠的患病率分别为19.3%、34.7%和74.5%（95%CI：14.5-24.1；28.9-40.6；69.2-79.9）。初中教师（OR=0.47）和受过高等教育的教师（OR=0.39）患抑郁症的风险较低。女教师（OR=1.96）情感耗竭（EE）的风险较高，而年龄较大的教师（OR=0.923）个人成就感降低（PA）的风险较低。焦虑与去个性化（DP）之间无显著关联。
研究发现教师中抑郁症和职业倦怠的发生率较高，受教育程度、学校类型、性别和年龄的影响。有关部门应通过明确教师职责、提供心理健康培训和建立监测系统来解决这些问题。作为一项横断面研究，它无法确定因果关系，需要进一步的纵向研究来证实这些发现。
