Stress in University Teachers in the Framework of the Post- Pandemic Face-To-Face Academic Resumption

Elmer Benito Rivera Mansilla, Roxana Yolanda Castillo-Acobo, Elena Guillermina Martinez Puma, Yuselino Maquera Maquera, Jose Luis Arias Gonzales, Mario Jose Vasquez-Pauca

Research output: Contribution to journalArticlepeer-review

Abstract

Teachers in America returned to work in September 2020 to a climate of fear and uncertainty due to the country's first-ever government lockdown due to the Covid-19 pandemic. Since the outbreak of the epidemic, teachers around the world have been building up psychological symptoms due to various factors which have accompanied the pandemic, these factors have resulted in a significant amount of stress, depression, and anxiety, among the other factors in teachers and this study is done to determine that how these factors affect teachers especially after the pandemic. They had to use online teaching throughout the lockdown, and now that schools are reopening, they have exhibited a lot of anxiety about the new and the unprecedented teaching environment. According to the findings of the study, females had the highest stress response with a mean of 7.11 and a standard deviation of 4.414, while males had lower stress level with a mean of 4.99 and a standard deviation of 2.32. The results of t-test also revealed that there was a significant stress in teachers at 5 percent level of significance (p-value = 0.000, df = 1549, and ttest= 2.28). On work stability, many respondents chose NO with a mean of 8.79 and a standard deviation of 5.309 implying that after Covid-19, the work stability of teachers had been affected and adapting to the new normal was difficult and had not only for students, but also for the teachers. Anxiety was another variable that was taken into consideration in this study and further, females had the highest response with a mean of 7.01 and a standard deviation of 4.53, on the other hand, males had a lower response of 4.53, the study proved the significance of the test that teachers are affected by anxiety during this period at 5% level of significance and p-value of 2.28. Finally, depression as a variable was further determined to be significance (p-value = 0.000, df = 1549, and t-test = 2.28) by the study. Therefore, the study concluded that, having school-aged children, being a victim of Covid-19 or having a relative affected by the virus increases stress, depression, and anxiety levels in teachers especially in female teachers. Teachers who have children are more likely to be stressed out because they have to cope with a hefty workload and at the same time, the burden of caring for their families. These professionals had to deal with the twin whammy of returning to school for themselves and for their children. Family life may have contributed to the elevated anxiety levels during the pandemic, as raising a family during crisis times can include the additional challenges, such as managing finances, child care, and home education obligations.

Original languageEnglish
Pages (from-to)1040-1047
Number of pages8
JournalJournal of Medicinal and Chemical Sciences
Volume5
Issue number6
DOIs
StatePublished - 2022

Bibliographical note

Publisher Copyright:
© 2022 Journal of Medicinal and Chemical Sciences. All rights reserved.

Keywords

  • Anxiety
  • Covid-19
  • Depression
  • Post-Pandemic
  • Stress
  • University Teachers

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