COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis.

Ma, K; Liang, L; Chutiyami, M; Nicoll, S; Khaerudin, T; Ha, XV

COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis.

Ma, K Liang, L Chutiyami, M

Nicoll, S Khaerudin, T Ha, XV

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Publisher:: IOS Press
Publication Type:: Journal Article
Citation:: Work, 2022, 73, (1), pp. 3-27
Issue Date:: 2022

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Field	Value	Language
dc.contributor.author	Ma, K
dc.contributor.author	Liang, L
dc.contributor.author	Chutiyami, M https://orcid.org/0000-0002-7378-6302
dc.contributor.author	Nicoll, S
dc.contributor.author	Khaerudin, T
dc.contributor.author	Ha, XV
dc.date.accessioned	2022-10-25T03:45:24Z
dc.date.available	2022-10-25T03:45:24Z
dc.date.issued	2022
dc.identifier.citation	Work, 2022, 73, (1), pp. 3-27
dc.identifier.issn	1051-9815
dc.identifier.issn	1875-9270
dc.identifier.uri	http://hdl.handle.net/10453/162679
dc.description.abstract	BACKGROUND: As millions of teachers have been forced to rely upon remote teaching due to the closure of schools during the COVID-19 pandemic. It is particularly important to understand the extent to which teacher's psychological wellbeing has been affected by this global health crisis. OBJECTIVE: The aim of this comprehensive systematic review and meta-analysis was twofold: 1) ascertain the prevalence of stress, anxiety, depression among teachers during the COVID-19 outbreak; 2) identify the associated factors of these psychological wellbeing domains of the teachers. METHODS: Academic Search Premier, Eric, PsycInfo, Scopus, and Web of Science were searched for articles published from December 2019 and July 2021, using search terms including "COVID-19" "anxiety" "depression" "stress", and "teachers". RESULTS: This study included 54 studies synthesising data from 256,896 teachers across 22 countries. The meta-analysis showed higher prevalence of stress (62.6%, 95% Confidence Interval [CI]: 46.1-76.6), compared to anxiety (36.3%, 95% CI: 28.5-44.9) and depression (59.9%, 95% CI: 43.4-74.4) among teachers. Teachers' experiences of these psychological issues were associated with various socio-demographic and institutional factors, including gender, nature of online teaching, job satisfaction, teaching experience, and the volume of workload. Additionally, several protective factors, such as regular exercises and provision of technical support for online teaching, reduced teachers' negative psychological experiences. CONCLUSION: There is a need for authorities to formulate educational policies to improve teachers' wellbeing at the time of global crisis. Special attention should be paid to assist female teachers in overcoming physical and mental stressors.
dc.format	Print
dc.language	eng
dc.publisher	IOS Press
dc.relation.ispartof	Work
dc.relation.isbasedon	10.3233/WOR-220062
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	0913 Mechanical Engineering, 1117 Public Health and Health Services, 1701 Psychology
dc.subject.classification	Rehabilitation
dc.subject.mesh	Anxiety
dc.subject.mesh	Anxiety Disorders
dc.subject.mesh	COVID-19
dc.subject.mesh	Depression
dc.subject.mesh	Female
dc.subject.mesh	Humans
dc.subject.mesh	Pandemics
dc.subject.mesh	Anxiety
dc.subject.mesh	Anxiety Disorders
dc.subject.mesh	COVID-19
dc.subject.mesh	Depression
dc.subject.mesh	Female
dc.subject.mesh	Humans
dc.subject.mesh	Pandemics
dc.subject.mesh	Humans
dc.subject.mesh	Depression
dc.subject.mesh	Anxiety
dc.subject.mesh	Anxiety Disorders
dc.subject.mesh	Female
dc.subject.mesh	Pandemics
dc.subject.mesh	COVID-19
dc.title	COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis.
dc.type	Journal Article
utslib.citation.volume	73
utslib.location.activity	Netherlands
utslib.for	0913 Mechanical Engineering
utslib.for	1117 Public Health and Health Services
utslib.for	1701 Psychology
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2022-10-25T03:45:22Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	73
utslib.citation.issue	1

Abstract:

BACKGROUND: As millions of teachers have been forced to rely upon remote teaching due to the closure of schools during the COVID-19 pandemic. It is particularly important to understand the extent to which teacher's psychological wellbeing has been affected by this global health crisis. OBJECTIVE: The aim of this comprehensive systematic review and meta-analysis was twofold: 1) ascertain the prevalence of stress, anxiety, depression among teachers during the COVID-19 outbreak; 2) identify the associated factors of these psychological wellbeing domains of the teachers. METHODS: Academic Search Premier, Eric, PsycInfo, Scopus, and Web of Science were searched for articles published from December 2019 and July 2021, using search terms including "COVID-19" "anxiety" "depression" "stress", and "teachers". RESULTS: This study included 54 studies synthesising data from 256,896 teachers across 22 countries. The meta-analysis showed higher prevalence of stress (62.6%, 95% Confidence Interval [CI]: 46.1-76.6), compared to anxiety (36.3%, 95% CI: 28.5-44.9) and depression (59.9%, 95% CI: 43.4-74.4) among teachers. Teachers' experiences of these psychological issues were associated with various socio-demographic and institutional factors, including gender, nature of online teaching, job satisfaction, teaching experience, and the volume of workload. Additionally, several protective factors, such as regular exercises and provision of technical support for online teaching, reduced teachers' negative psychological experiences. CONCLUSION: There is a need for authorities to formulate educational policies to improve teachers' wellbeing at the time of global crisis. Special attention should be paid to assist female teachers in overcoming physical and mental stressors.

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http://hdl.handle.net/10453/162679