Prevalence of risk factors for health and emotional well-being of teachers in the context of distance learning

Abstract

Distance learning (DL) changed the work-rest balance of teachers, increased risks of deterioration of their health and emotional burnout (EB). This study aimed to investigate the prevalence of risk factors affecting health and emotional state of teachers engaged in DL, as well as subjective assessment of the significance of these factors by teachers. We have surveyed teachers during traditional, in-person learning (TL) period (n = 224) and DL (n = 619), and took anthropometric measurements of 45 teachers during TL and 72 teachers when DL ended. EB was studied in 72 teachers with the help of V.V. Boyko questionnaire. Statistical processing was enabled by the Statistica 13 PL package, Student's t-test, χ2 test; to identify the relationship between indicators, we relied on regression analysis, effect occurrence probability calculation. Less than half of teachers are aware of the health risk factors (low level of physical activity — 36.1%, poor nutrition — 29.2%, lack of knowledge on disease prevention — 6.9%). After DL ended, only 30% of teachers considered themselves healthy; 13.1% reported lack of EB symptoms. An increase in the average body mass index value was established. Teachers underestimating EB and health risk factors were 2.3 times more likely to grow obese (OR = 0.40; 95% CI = 0.22–0.70). The study highlights high hygienic value of physical activity as a controllable health risk factor. Raising teachers' awareness of health preservation practices will help prevent deterioration of their health, development of EB and increase the efficiency of their professional activity.

Digital Transformation and Technological Innovation on Higher Education Post-COVID-19

“…Virtual work involves challenges, but if teacher participation in these scenarios is not adequately regulated, their emotional state could be affected. According to [17], incorporating information and communication technologies in teachers' virtual work is a source of stress that can cause emotional exhaustion. Faced with this, feeling vulnerable and asking for support should be a way to experience well-being at work and feel validated.…”

“…Constant exposure to the screen in virtual work could be affecting the posture of teachers. This is demonstrated by [17] when the authors state that the "increased load on the visual analyzer is associated with ailments in the musculoskeletal system". Even low back pain is one of the main causes of disability in 160 countries (WHO).…”

“…Recent research on Latin American university teachers demonstrated the urgency of managing positive mental health of teachers [11]; hence, the present study places special emphasis on this area and examines among the positive nuclei those affirmative topics related to socioemotional well-being. It is evident that distance education, even though it was an alternative to continue with classes in the pandemic, also had negative consequences for teachers, such as deterioration of health and emotional exhaustion, because their workrest balance was altered; therefore, it is necessary to apply health practices when working in virtual environments [17]. This perspective continues to support a positive change model rather than a deficit-based change model; according to one study, the COVID-19 pandemic has provided an opportunity for education stakeholders to reflect on visions of healthy schools and how to better organize schools to support these visions, with the premise that the socioemotional well-being of teachers is important to the health of school organizations [18], which should be part of this teacher preparation for the virtual age [19] and should be included in the formative agendas of digital transformation [5].…”