Musculoskeletal Disorders and Their Impact on Job Performance Among School Teachers in Buraydah City.

Abstract

Musculoskeletal disorders (MSD) pose a significant challenge to the well-being and productivity of individuals and various occupational groups, including teachers. Among teachers, the prevalence of MSD has raised concerns globally, impacting their daily activities and overall quality of life. Buraidah and Saudi Arabia, like many other regions, face the implications of this issue. This study aimed to explore the prevalence and associated risk factors of MSD among teachers in Buraydah, providing valuable insights into the extent of the problem and potential areas for intervention. An analytic cross-sectional study was conducted for three months, from April 1 to June 30, 2023, using the Arabic version of the standardized Nordic Musculoskeletal Disorder Questionnaire. This study was conducted in all schools in Buraydah City, Saudi Arabia. The study population was all schoolteachers (including principals, vice principals, etc.) in Buraydah City. The study analyzed responses from 648 teachers and 139 school workers using statistical tests, including chi-square tests and logistic regression models. The results indicated a notable prevalence of MSDamong teachers, with a significant association found between age, gender, and major depressive disorder (MDD) and MSD. The study reveals that females are at higher risk of MSDcompared to males, emphasizing the need for gender-specific interventions. Moreover, the presence of MDD is identified as a significant contributor to MSDamong teachers. However, certain demographic and lifestyle factors, such as marital status, level of school, smoking habits, and fixed rest times, do not show significant associations with MSD. Although age and years of experience are correlated, only age is found to significantly contribute to MSD. Regular exercise and BMI also do not emerge as significant contributors, although a lack of exercise shows a marginal impact. This study's findings have implications for educational institutions and policymakers, highlighting the need for tailored interventions to address MSDamong teachers. It underscores the importance of ergonomic interventions, gender-sensitive approaches, and mental health support.