Psychological Distress and Associated Factors Among Elementary School Teachers: A Cross-Sectional Study.

Rahmani, F; Asghari, E; Naghdi Sadeh, R; Hosseinzadeh, M; Gholizadeh, L

Psychological Distress and Associated Factors Among Elementary School Teachers: A Cross-Sectional Study.

Rahmani, F Asghari, E Naghdi Sadeh, R Hosseinzadeh, M Gholizadeh, L

Permalink

Publisher:: WILEY
Publication Type:: Journal Article
Citation:: J Sch Health, 2024, 94, (11), pp. 1019-1030
Issue Date:: 2024-11

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

The embargo period expires on 21 Oct 2025

Adobe PDF

Download Accepted versionAdobe PDF (475.4 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Rahmani, F
dc.contributor.author	Asghari, E
dc.contributor.author	Naghdi Sadeh, R
dc.contributor.author	Hosseinzadeh, M
dc.contributor.author	Gholizadeh, L https://orcid.org/0000-0002-6711-3312
dc.date.accessioned	2025-01-14T02:41:24Z
dc.date.available	2024-09-03
dc.date.available	2025-01-14T02:41:24Z
dc.date.issued	2024-11
dc.identifier.citation	J Sch Health, 2024, 94, (11), pp. 1019-1030
dc.identifier.issn	0022-4391
dc.identifier.issn	1746-1561
dc.identifier.uri	http://hdl.handle.net/10453/183437
dc.description.abstract	BACKGROUND: Teachers can face demanding and stressful working conditions. Classroom environments in elementary schools are dynamic and challenging, which can be mentally and emotionally exhausting for teachers. This study aimed to investigate the prevalence of psychological distress and identify associated factors among elementary school teachers. METHODS: This is an analytical, observational cross-sectional study. The participants consisted of 450 teachers selected using the cluster sampling method from elementary schools of Tabriz, Iran. Multiple regression analysis was performed to examine the associations between teachers' psychological distress and potential factors. RESULTS: The study found a significant proportion of participants (54.2%) experiencing psychological distress. Multiple regression analysis revealed age, sex, work experience, school type, family income status, teachers' efficacy, emotional labor, and presenteeism were statistically associated with teachers' psychological distress. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: To address teachers' psychological distress, schools need to adopt policies that promote teacher well-being and mental health support. CONCLUSION: The high prevalence of psychological distress among elementary school teachers raises concerns and highlights the need for attention. Schools and administrators must provide teachers with the resources and support they need to succeed in their roles. Interventions targeting the identified associated factors must be planned to improve the mental health of elementary school teachers and enhance their overall performance.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	WILEY
dc.relation.ispartof	J Sch Health
dc.relation.isbasedon	10.1111/josh.13512
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.subject	1117 Public Health and Health Services, 1302 Curriculum and Pedagogy
dc.subject.classification	Public Health
dc.subject.classification	3902 Education policy, sociology and philosophy
dc.subject.classification	4206 Public health
dc.subject.mesh	Humans
dc.subject.mesh	School Teachers
dc.subject.mesh	Cross-Sectional Studies
dc.subject.mesh	Female
dc.subject.mesh	Male
dc.subject.mesh	Iran
dc.subject.mesh	Adult
dc.subject.mesh	Psychological Distress
dc.subject.mesh	Middle Aged
dc.subject.mesh	Prevalence
dc.subject.mesh	Schools
dc.subject.mesh	Stress, Psychological
dc.subject.mesh	Humans
dc.subject.mesh	Prevalence
dc.subject.mesh	Cross-Sectional Studies
dc.subject.mesh	Stress, Psychological
dc.subject.mesh	Schools
dc.subject.mesh	Adult
dc.subject.mesh	Middle Aged
dc.subject.mesh	Iran
dc.subject.mesh	Female
dc.subject.mesh	Male
dc.subject.mesh	School Teachers
dc.subject.mesh	Psychological Distress
dc.subject.mesh	Humans
dc.subject.mesh	School Teachers
dc.subject.mesh	Cross-Sectional Studies
dc.subject.mesh	Female
dc.subject.mesh	Male
dc.subject.mesh	Iran
dc.subject.mesh	Adult
dc.subject.mesh	Psychological Distress
dc.subject.mesh	Middle Aged
dc.subject.mesh	Prevalence
dc.subject.mesh	Schools
dc.subject.mesh	Stress, Psychological
dc.title	Psychological Distress and Associated Factors Among Elementary School Teachers: A Cross-Sectional Study.
dc.type	Journal Article
utslib.citation.volume	94
utslib.location.activity	United States
utslib.for	1117 Public Health and Health Services
utslib.for	1302 Curriculum and Pedagogy
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Health
pubs.organisational-group	University of Technology Sydney/Faculty of Health/School of Nursing and Midwifery
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2025-10-21T00:00:00+1000Z
dc.date.updated	2025-01-14T02:41:22Z
pubs.issue	11
pubs.publication-status	Published
pubs.volume	94
utslib.citation.issue	11

Abstract:

BACKGROUND: Teachers can face demanding and stressful working conditions. Classroom environments in elementary schools are dynamic and challenging, which can be mentally and emotionally exhausting for teachers. This study aimed to investigate the prevalence of psychological distress and identify associated factors among elementary school teachers. METHODS: This is an analytical, observational cross-sectional study. The participants consisted of 450 teachers selected using the cluster sampling method from elementary schools of Tabriz, Iran. Multiple regression analysis was performed to examine the associations between teachers' psychological distress and potential factors. RESULTS: The study found a significant proportion of participants (54.2%) experiencing psychological distress. Multiple regression analysis revealed age, sex, work experience, school type, family income status, teachers' efficacy, emotional labor, and presenteeism were statistically associated with teachers' psychological distress. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: To address teachers' psychological distress, schools need to adopt policies that promote teacher well-being and mental health support. CONCLUSION: The high prevalence of psychological distress among elementary school teachers raises concerns and highlights the need for attention. Schools and administrators must provide teachers with the resources and support they need to succeed in their roles. Interventions targeting the identified associated factors must be planned to improve the mental health of elementary school teachers and enhance their overall performance.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/183437