Senevirathne C P, Senarathne D L P, Fernando M S, Senevirathne S P
The Department of Health Promotion, Faculty of Applied Sciences, Rajarata University of Sri Lanka, Anuradhapura, Mihinthale, 50300, Sri Lanka.
BMC Psychol. 2025 May 28;13(1):572. doi: 10.1186/s40359-025-02921-8.
Teachers play a key role in improving education system, yet rising psychological disorders among them, influenced by various social, economic, and workplace pressures, pose challenges. The ongoing financial crisis in Sri Lanka has intensified these pressures, impacting teachers' lifestyles and mental health. This study explores the relationship between the economic crisis and mental health outcomes among teachers in Sri Lankan government schools, aiming to support improvements in the education system. A cross-sectional study was conducted among government school teachers (n = 283) in Sri Lanka, utilizing an online-based, self-administered questionnaire to collect data on general demographics, lifestyle adjustments due to financial strain, and strategies for bridging the income gap among the study participants. The psychometric properties of teachers were assessed using the General Health Questionnaire (GHQ-12), and its factor structure was evaluated through Exploratory Factor Analysis (EFA) and validated by Confirmatory Factor Analysis (CFA). Descriptive statistics, including mean, standard deviation (SD), frequencies, and percentages, were calculated with a 95% confidence interval (CI), and significance was set at p < 0.05. Multivariate regression analysis was also performed to identify predictors of mental distress among participants. Among the respondents (response rate 84.5%), 65% were female, and 24% were aged 25-30. Most participants (82.3%) were married, and approximately 29% had 10 to 15 years of teaching experience. Notably, 81.6% reported that their monthly income was insufficient for their needs, with 77% reducing necessary expenses to manage finances and 77.7% seeking supplementary income. The mean GHQ-12 score was 15.15 (SD ± 8.14, 95% CI), indicating that 33.6% of participants experienced low distress, 13.4% showed psychological distress, and 30.4% reported severe distress. EFA revealed a two-factor structure: Factor 1 (social dysfunction) and Factor 2 (depression and anxiety). Multivariate analysis identified the lack of savings and reducing monthly expenditures as significant predictors of psychological distress. In conclusion, the study found that teachers' incomes were generally inadequate to meet their monthly expenses, prompting lifestyle modifications that correlated with adverse mental health outcomes. Therefore, interventions aimed at improving teachers' psychological well-being are necessary, and policies addressing the financial challenges faced by teachers in Sri Lanka should be strengthened.
教师在改善教育系统中起着关键作用，但受各种社会、经济和工作场所压力影响，他们中不断增加的心理障碍构成了挑战。斯里兰卡当前的金融危机加剧了这些压力，影响了教师的生活方式和心理健康。本研究探讨了斯里兰卡政府学校教师中经济危机与心理健康结果之间的关系，旨在支持教育系统的改善。对斯里兰卡政府学校教师（n = 283）进行了一项横断面研究，使用基于网络的自填问卷收集关于一般人口统计学、因经济压力导致的生活方式调整以及研究参与者弥补收入差距策略的数据。使用一般健康问卷（GHQ - 12）评估教师的心理测量特性，并通过探索性因素分析（EFA）评估其因素结构，并用验证性因素分析（CFA）进行验证。计算了包括均值、标准差（SD）、频率和百分比在内的描述性统计数据，置信区间为95%，显著性设定为p < 0.05。还进行了多变量回归分析以确定参与者中精神困扰的预测因素。在受访者（回复率84.5%）中，65%为女性，24%年龄在25 - 30岁之间。大多数参与者（82.3%）已婚，约29%有10至15年的教学经验。值得注意的是，81.6%的人报告他们的月收入不足以满足需求，77%的人减少必要开支以管理财务，77.7%的人寻求额外收入。GHQ - 12的平均得分为15.15（SD ± 8.14，95% CI），表明33.6%的参与者经历低困扰，13.4%表现出心理困扰，30.4%报告有严重困扰。EFA揭示了一个两因素结构：因素1（社会功能障碍）和因素2（抑郁和焦虑）。多变量分析确定缺乏储蓄和减少每月支出是心理困扰的重要预测因素。总之，研究发现教师的收入总体上不足以满足每月开支，促使生活方式改变，而这与不良心理健康结果相关。因此，有必要采取旨在改善教师心理健康的干预措施，并且应加强应对斯里兰卡教师所面临财务挑战的政策。
