Вплив організації дистанційного навчання на здоров’я вчителів

Abstract

Objective: We studied the features of mental and somatic health of teachers in grades 1-11 during distance training, depending on the working load. Materials and methods: We analysed the results of the survey of 330 teachers (average age - 45.4 ± 0.6 years) at the implementation of distance training in connection with the COVID-19 pandemic in spring 2021.The questionnaire contained information on demographic and anthropometric data, features of education and direction of work, as well as data on self-assessment of health status on a scale from 1 to 5. To assess mental health, we used GAD-2 and PHQ-2 screening questionnaires. Results: During the distance training period, 88.5 ± 1.8% of the teachers conducted an average of 18.6 ± 0.4 online lessons a week. A working day of more than 8 hours was disclosed in 50.3 ± 2.8% of the teachers. 80.9 ± 22.2% of the respondents indicated that it was more difficult to check homework during distance training than during the regular training process. The proportion of the teachers who consider their health very bad and bad is by 7.5% higher (p <0.001) than the general population one, and the share of the teachers who consider their health good and very good, on the contrary, is significantly lower by 6, 7% (p < 0.05). The proportion of the people with depressive disorders was 28.2 ± 2.5%, with anxiety disorders - 30.6 ± 2.5%. An increase in the chances of developing depression among teachers is observed at a working day of more than 8 hours (OR = 1.65; CI 1.11-2.45), with more than 20 online lessons a week (OR = 1.06; CI 1.01 -1.12), with a high level of severity of the homework check (OR = 1.82; CI 1.11-3.00), when the working place is located at school, and not at home (OR = 2.60; CI 1, 16-5.84). The chances of anxiety disorders are increased with a working day duration of more than 8 hours (OR = 1.68; CI 1.14-2.47) and each additional lesson over 20 hours a week increases the chances by 8% (OR = 1.08; CI 1.02–1.13). Conclusions: Considering the above, it is necessary to optimize the distance training process, taking into account its health-preserving component for all participants in the educational process - teachers, students, and their parents.