Accepted for/Published in: JMIR Formative Research
Date Submitted: May 20, 2024
Date Accepted: Nov 10, 2024
Date Submitted to PubMed: Nov 11, 2024
Prevalence and independent predictors of anxiety and depression among elementary and high school educators in three Canadian Provinces: A Cross-sectional Study
ABSTRACT
Background:
Globally, anxiety and depression are primary contributors to work disability and impact the mental and physical well-being of educators.
Objective:
To determine the prevalence and independent predictors of likely Generalized Anxiety Disorder (GAD) and likely Major Depressive Disorder (MDD) among teachers in Newfoundland and Labrador, Alberta, and Nova Scotia.
Methods:
The study utilized a cross-sectional design. Educators from the three Canadian provinces participated by completing an online survey after enrolling in the Wellness4Teachers program, a daily supportive text messaging initiative. Likely GAD and likely MDD among subscribers were assessed using the Generalized Anxiety Disorder-7 scale and Patient Health Questionnaire-9, respectively. Data analysis was conducted using SPSS version 28.
Results:
Out of 1912 Wellness4Teachers subscribers, 763 completed the survey, yielding a 39.9% response rate. The prevalence of likely MDD was 55.7%, and likely GAD was 46.0%. Participants who reported high stress were 7.24 times more likely to experience MDD (OR = 7.24; 95% CI: 4.22–12.42) and 7.40 times more likely to experience GAD (OR = 7.40; 95% CI: 4.63–11.80) than those with mild to moderate stress. Participants with emotional exhaustion were 4.92 times more likely to experience MDD (OR = 4.92; 95% CI: 3.01–8.05) and 4.34 times more likely to experience GAD (OR = 4.34; 95% CI: 2.47–7.62) than those who did not. Additionally, respondents with low resilience were 3.01 times more likely to experience likely GAD compared to those with normal to high resilience (OR =3.01; 95% CI: 2.03-7.62). Sociodemographic and work-related variables did not independently predict likely GAD and likely MDD.
Conclusions:
This study underscores the need for governments and policymakers in the education sector to implement comprehensive mental health support programs. Addressing the unique stressors faced by educators, reducing emotional exhaustion, and enhancing resilience are crucial steps toward mitigating anxiety and depression, promoting educators' well-being, and improving the quality of educational delivery.
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Copyright
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