Abstract
This study aimed to validate the schoolteachers' version of the Stress and Anxiety to Viral Epidemics-9 (SAVE-9) scale. This scale assessed the work-related stress and anxiety response of schoolteachers to the COVID-19 pandemic. A total of 400 schoolteachers participated in an online survey between March 4 and 15, 2021. The survey questionnaire included the schoolteachers' version of the SAVE-9, Patient Health Questionnaire-9 (PHQ-9), and Generalized Anxiety Disorders-7 (GAD-7) scales. A scree test and parallel analysis suggested a single-factor structure model for the schoolteachers' version of the SAVE-9 scale (real-data eigenvalue = 68.89, 95th percentile of the random eigenvalues = 27.56). The SAVE-9 scale showed good internal consistency (Cronbach's alpha = 0.853) and good convergent validity with GAD-7 (rho = 0.545, p < 0.001) and PHQ-9 (rho = 0.434, p < 0.001) scale scores. This, schoolteachers' version of the SAVE-9 scale is a reliable and valid rating scale that can be applied to teachers in a pandemic situation.
Highlights
In 2020, people experienced psychological issues such as depression, anxiety, and post-traumatic stress resulting from the coronavirus disease 2019 (COVID-19) pandemic and the subsequent economic crises
We recently developed a new rating scale, the Stress and Anxiety to Viral Epidemics-9 (SAVE-9) scale, to assess work-related stress and anxiety among healthcare workers in response to the COVID-19 pandemic [11]
The results of this study showed that the schoolteacher’s version of the SAVE-9 scale was reliable, with good internal consistency
Summary
In 2020, people experienced psychological issues such as depression, anxiety, and post-traumatic stress resulting from the coronavirus disease 2019 (COVID-19) pandemic and the subsequent economic crises. School environments were severely disrupted and changed rapidly during the pandemic3 This resulted in schoolteachers experiencing high levels of stress or burnout [2, 3]. Teachers who were not trained in infection control had the additional responsibility of preventing viral spread This occurred by checking students’ temperatures or rating their suspected symptoms. They were required to direct students to wear masks and practice social distancing while at school. Even when schools were closed owing to the lockdown, schoolteachers were required to adapt to a new educational environment and prepare for online education [4] They monitored students’ academic abilities and supervised their progress while providing online classes. They assisted in overcoming children’s obstacles to learning [5] such as digital education inequity, absence of parents while students remained at home, and the lack of in-person teacher-studentparent relationships
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