Asiyeh Pirzadeh; Zahra Abotalebi; Roya Riahi
Abstract
Background: Mental disorders have become especially important in the current stressful world. Among these disorders, anxiety, and depression are highly prevalent. Stress is also a very common phenomenon. Given the teachers’ prominent roles in the education department and the importance of their ...
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Background: Mental disorders have become especially important in the current stressful world. Among these disorders, anxiety, and depression are highly prevalent. Stress is also a very common phenomenon. Given the teachers’ prominent roles in the education department and the importance of their mental health, the present study aimed to determine stress, anxiety, and depression among teachers during the COVID-19 Pandemic in 2020.Methods: This cross-sectional study examined 210 primary school teachers in district 3 of Isfahan province in Iran, using multi-stage random sampling. Data were collected by the Depression, Anxiety, and Stress Scale- 42 Items (DASS-42). Also, the obtained data were analyzed using SPSS Statistics 20 and conducting pearson test, t-test, ANOVA, and linear regression.Results: The results indicated a high level of stress, anxiety, and depression among the teachers. Findings also showed that teachers’ depression was significantly associated with their age, work experience, type of housing, and student behavior (P<0.05). Further, teachers’ anxiety was significantly associated with their work experience and student behavior (P<0.05). Moreover, teachers’ stress was significantly associated with their history of mental diseases (P<0.05). Teachers’ depression, anxiety, and stress were not significantly correlated with their marital status, spouse’s job, education level, and Relationship with other colleagues (P>0.05).Conclusion: Given that stress, anxiety, and depression affect teachers’ mental health, and consequently the quantity and quality of their work, holding training courses and sessions to discuss teachers’ problems, provides practical and effective solutions, and offers them administrative and organizational support, can be an effective step towards improving their mental health.
Tayebe Piri; Maryam Sahraei
Abstract
Background: L ife s kills h elp t he i ndividuals i n d ifferent situations to communicate with others desirably and appropriately and to learn how to access social services, environment, and participation in life-making decisions and activities. The aim of this study was to investigate the level of ...
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Background: L ife s kills h elp t he i ndividuals i n d ifferent situations to communicate with others desirably and appropriately and to learn how to access social services, environment, and participation in life-making decisions and activities. The aim of this study was to investigate the level of attention to life skills in the social sciences curriculum of elementary schools from the perspective of teachers in Sothern Iran, Shiraz, in the academic year 2017-2018.Methods: In this descriptive-analytical cross-sectional study, we selected 315 fourth, fifth, and sixth grade primary school teachers in Shiraz by stratified random sampling method. A researchermade questionnaire with two dimensions of purpose and content of the curriculum with 26 questions was used. Subjects were asked to rate their views on each of the questions based on a five-point Likert scale. The results were analyzed through onesample t-test, independent t-test, and ANOVA analysis using SPSS22 software.Results: Based on the results, the educators believed that the level of attention to life skills in the goals and content of the curriculum was above average (P=0.001). Also, there was no significant difference between the views of male and female teachers on the level of attention to life skills in the social sciences curriculum in terms of objectives (P=0.793) and content (P=0.484).Conclusion: Since the main purpose of education is to help students adapt to different living environments, the development of applied life skills curricula is essential for all students.
Vahid Gharibi; Nafiseh Nasouhi; Mahshid Badrian; Mahdieh Nikoo; Mehdi Jahangiri
Abstract
Background: Teachers are prone to Voice Disorder (VD). The present study aims to investigate the onset of VD symptoms and their effects on the job performance of the elementary school teachers. Methods: This cross-sectional, descriptive-analytical study was conducted on 121 male and female elementary ...
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Background: Teachers are prone to Voice Disorder (VD). The present study aims to investigate the onset of VD symptoms and their effects on the job performance of the elementary school teachers. Methods: This cross-sectional, descriptive-analytical study was conducted on 121 male and female elementary school teachers in Mobarakeh County during the academic year 2018-2019. Data were collected using a researcher-made questionnaire. In doing so, the researchers talked to 10 people composed of qualified experts in occupational health, ergonomics, and health education and a number of teachers about how to design the questions as well as the answer scale for each section. Results: In the present study, the prevalence of VD was higher among female teachers (41%) compared to male ones (20%). That is to say, the prevalence of the VD symptoms in female teachers was more than twice that of the male teachers. The study results demonstrated a significant relationship between having a silent resting place and coughing (p=0.028). Accordingly, the prevalence of the symptoms of cough was significantly higher in the teachers who did not have a silent resting place in comparison to those who benefitted from a quiet resting place. Conclusion: Thus, it is recommended that safety, occupational health, and ergonomic programs should be designed for teachers at the Ministry of Education in collaboration with concerned specialists. Periodic examinations, identification of teachers with disorders, culturalization, and education are among the themes of these programs.
