Participation in nighttime activities in the genesis of depression in public school teachers from the State of Pernambuco, Brazil

Abstract

Teachers often undertake nighttime work involving exam corrections, projects and devising lesson plans in their homes. Many present excessive daytime sleepiness (EDS) and depression.ObjectiveThe objective of this study was to evaluate EDS and depression in teachers from public schools.Methods201 female teachers were evaluated in the district of Quipapá/PE, Brazil. Among the study sample, 38 working 1 shift (CONTROL 1), 40 working 2 shifts (CONTROL 2) and 123 working 3 shifts (WTeachers-3T). The subjects were submitted to evaluation by the Epworth Sleepiness Scale and Beck Depression Inventory (BDI).The EDS data were analyzed by the Kruskal-Wallis test with Dunn's multiple comparison, p<0.05and expressed in MEDIAN (MINIMUM - MAXIMUM) whereas the depression data were analyzed by the Chi-square test, with p<0.05, expressed in percentage.ResultsWTeachers-3T presented excessive daytime sleepiness and higher rates of mild (24%) and moderate (37%) depression compared to controls - Control 1: mild (8%) and moderate (11%) - Control 2: mild (5%) and moderate (15%).ConclusionThis study found that teachers in the Quipapá municipality of Penambuco state working three shifts showed excessive daytime sleepiness and a higher percentage of mild and moderate depression compared to teachers working only one (1) or two (2) shifts.

Resiliency and mental health of school teachers in Okinawa

“…Teachers worldwide demonstrate susceptibility to mental health issues such as depression, anxiety and stress based on the multitude of primary stressors they encounter, including a lack of resources, a pressure to fulfill multiple roles, interpersonal troubles, demanding working conditions, low student achievement and excessive workload [1][2][3][4][5]. Further, numerous studies have demonstrated that these primary stressors threaten the psychological wellbeing of teachers internationally [6][7][8][9][10]. Poor psychological wellbeing may contribute to problems such as low teacher performance and teacher burnout, which in turn may lead to Resiliency and mental health of teachers costly social and economic consequences, such as poor academic outcomes for students and low retention rates of quality teachers [8,[11][12][13][14].…”

Mental health and burnout among teachers in Thailand

“…Occupational stressors such as work overload and low salary are correlated with high stress and low job satisfaction; low job satisfaction was identified as a predictor of major depressive disorder among the teacher population [2,4]. A study of elementary teachers in Brazil found that teachers who worked more had poorer mental health including depression, anxiety and sleep disorders [3]. Work environment and conditions not only impact the psychological wellbeing of teachers but also influence their ability to adequately perform job duties.…”

“…Work environment and conditions not only impact the psychological wellbeing of teachers but also influence their ability to adequately perform job duties. Poor sleep and sleep disorders were associated with depression and impaired cognition which impacted attention, concentration and memory and led to low personal and work performances [3,5,12].…”

“…In Thailand, 2,885,221 people were found to suffer from depression, while 2,275,400 experienced anxiety [1]. Few studies have explored the impact of occupational and personal factors on teachers' mental health and burnout [2][3][4][5]. Some studies have found resilience to be a protective factor for mental health and burnout among teachers [4,6].…”

Preditores de Depressão em Docentes do Ensino Privado

“…Diversos estudos, têm evidenciado a depressão como uma das doenças ocupacionais que mais causa o afastamento do trabalho, o absenteísmo, o presenteísmo e a rotatividade entre os professores (Gomes & Quintão, 2011;Almeida, Pereira, & Duarte, 2012;Correia et al, 2012;Batista, Carlotto & Moreira, 2013;Sacandolara, Wietzikoski, Gerbasi, & Sato, 2015;Silva & Carvalho, 2016). Esta, entre outras formas de adoecimento mental, tem levado a profissão docente a ser considerada de alto risco pelos órgãos internacionais (Organização Internacional do Trabalho [OIT], 2017).…”