Depressive Symptoms, Anxiety, Self-Esteem and Educational Social Skills in Public School Teachers

Simor, Tainá Katiúcia Simore; Ferreira, Vinícius Renato Thomé; Patias, Naiana Dapieve; Wagner, Márcia Fortes; Rissi, Vanessa; Nascimento, Tainan

doi:10.4236/ce.2019.1013267

Cited by 3 publications

(5 citation statements)

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“…The mean depression score was 21.9 (SD = 12.2). Compared to previous research, this score is similar to the mean score for a sample of teachers in an intervention study at baseline (Ebert et al: ‾X = 22.76, SD = 9.24, t = −1.23, P = ns), 37 but significantly higher than those of other studies 51 , 52 prior to the COVID-19 pandemic, for example Shen et al: ‾X = 18.48, SD = 9.4, t = 5.37, P < .001; Simor et al: ‾X = 15.45, SD = 9.56, t = 10.04, P < 001). The mean score in the current study is also significantly higher than that reported for a sample of teachers during COVID-19 53 : Truzoli et al: ‾‾X = 16.3, SD = 9.5, t = 8.73, P < 001).…”

Section: Resultssupporting

confidence: 81%

The Mediating Role of Teacher Identification in the Relationship Between Psychological Distress and Teacher Satisfaction During COVID-19

Jackson

Noordien

Padmanabhanunni

et al. 2022

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The current study examines the potential mediating role of professional identification of school teachers in the relationship between psychological distress and teaching satisfaction. Professional identification is the extent to which an individual identifies with a professional group, including the values, beliefs, and commitment the individual has in relation to the professional group. Professional identification has been linked to negative work outcomes, such as job performance and turnover intentions, as well as to adverse mental health outcomes. In the context of education, professional identification is the extent to which teachers identify with the teaching profession. Participants (N = 355) were school teachers in South Africa who completed the Center for Epidemiological Depression Scale, the Beck Hopelessness Scale, the Professional Identification Scale, and the Teaching Satisfaction Scale. Structural equation analysis showed that professional identification plays a fully mediational role in the relationship between psychological distress and teaching satisfaction. Interventions that strengthen teachers’ identification with the teaching profession should be considered a priority.

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Section: Resultssupporting

confidence: 81%

The Mediating Role of Teacher Identification in the Relationship Between Psychological Distress and Teacher Satisfaction During COVID-19

Jackson

Noordien

Padmanabhanunni

et al. 2022

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“…The prevalence in the sample of this study corresponds to the prevalence in the general population. On the other hand, the self-esteem score was significantly higher in Group B and slightly above that found in the general population (Hutz & Zanon, 2011;Hutz, Zanon, & Vazquez, 2014). This outcome may be explained considering the possible good working conditions in the studied sample, favoring low anxiety scores.…”

Section: Lis-d Lis-mentioning

confidence: 55%

“…The self-esteem assessment by the RSES indicated a general mean slightly higher than the mean of the general population, which is 32.9 points (Hutz, Zanon, & Vazquez, 2014). The highest self-esteem score was found in Group B, presenting a statistically significant difference (p = 0.04).…”

Section: Resultsmentioning

confidence: 73%

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Depressive Symptoms, Anxiety, Self-Esteem and Educational Social Skills in Public School Teachers

Hafsha¹

2020

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Depression and anxiety symptoms are increasingly common in the world population and may damage different aspects of life. In the school context, these symptoms may affect teachers’ self-esteem and educational social skills. This study aimed to evaluate and compare depression and anxiety symptoms, self-esteem and educational social skills in first and last grades elementary public school teachers, with 196 teachers, men and women, aged 18 years or older. The instruments applied were: a sociodemographic questionnaire, State-Trait Anxiety Inventory (STAI), Population Screening Scale for Depression Epidemiological Studies Center (CES-D), Depressive Symptoms Intensity Survey (LIS-D), the Anxiety Symptoms Intensity Survey (LIS-A), the Rosenberg Self-Esteem Scale (RSES), and the Inventory of Educational Social Skills-Teachers (IHSE). The main results indicate differences between the two teachers’ groups regarding the levels of depressive and anxiety symptoms, some educational social skills and self-esteem. Future studies with teachers should consider specific aspects of teaching work.

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“…Um estudo com 196 professores de ensino fundamental de escolas públicas do interior do estado do Rio Grande do Sul, teve por objetivo avaliar e comparar sintomas de depressão e ansiedade, autoestima e habilidades sociais educativas. Foram encontradas correlações moderadas e negativas entre sintomas de depressão, ansiedade e autoestima, e uma correlação fraca e positiva entre autoestima e habilidades sociais educativas (Medeiro et al, 2019).…”

Section: Introductionunclassified

Habilidades Sociais Educativas e Sintomas Clínicos em Professores de Ensino Fundamental

Gasparin

Wagner

2021

ctc

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O professor é elemento chave no aprimoramento dos comportamentos dos alunos, servindo como modelo para a expressão de reações adequadas ao ambiente. Portanto, um professor com repertório de Habilidades Sociais Educativas (HSE) desenvolvido têm mais chances de obter êxito na relação professor-aluno e menores índices de adoecimento emocional. O estudo objetivou avaliar e comparar o repertório de HSE com os níveis depressivos, de ansiedade e estresse em professores de ensino fundamental, correlacionando ao perfil sociodemográfico dos participantes. Foram utilizados o Inventário de Habilidades Sociais Educativas-Professores e a Depression Anxiety Stress Scale. Trata-se de um estudo quantitativo transversal, correlacional e comparativo, embasado na perspectiva da teoria comportamental. Participaram 109 professores de escolas públicas e privadas do norte do Estado do Rio Grande do Sul, sendo 96,3% mulheres (M= 42,06 anos; DP=9,38). Os achados apontaram escores mais elevados de ansiedade, estresse e depressão nos professores de escolas públicas, com um repertório mais elaborado de HSE, enquanto nos docentes de escolas particulares encontrou-se correlação positiva entre HSE e sintomas depressivos e de ansiedade. Conclui-se que os professores podem se beneficiar de programas que estimulem interações sociais mais habilidosas, por meio das quais poderão desenvolver práticas educativas mais positivas e mais qualidade de vida.

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Depressive Symptoms, Anxiety, Self-Esteem and Educational Social Skills in Public School Teachers

Cited by 3 publications

References 28 publications

The Mediating Role of Teacher Identification in the Relationship Between Psychological Distress and Teacher Satisfaction During COVID-19

The Mediating Role of Teacher Identification in the Relationship Between Psychological Distress and Teacher Satisfaction During COVID-19

Depressive Symptoms, Anxiety, Self-Esteem and Educational Social Skills in Public School Teachers

Habilidades Sociais Educativas e Sintomas Clínicos em Professores de Ensino Fundamental

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