Assessment of sociodemographic and psychological well-being of primary school teachers

Abstract Background Teaching is very stressful and demanding and it intensifies psychological and related disorders compared to other occupations. Most teachers in Nigeria are battling emotional distress, burnout, depression, and anxiety due to excess workload, which has affected their psychological well-being. This study assessed the sociodemographic and psychological well-being of primary school teachers in Enugu State, Nigeria. Methods This is a study with a cross-sectional design. The psychological well-being of 254 primary school teachers was assessed using a psychological well-being scale and a sociodemographic information inventory was also used to ascertain their personal information. The data collected were analyzed using chi-square, mean, standard deviation, and bivariate correlation statistics. Results The results showed that the majority of primary school teachers experience unhealthy psychological well-being irrespective of age, gender, working status, qualification, and years of teaching experience. These teachers' sociodemographic variables are significantly correlated with psychological well-being. Only location is not significantly correlated with psychological well-being. Conclusion Therefore, this study concluded that primary school teachers' psychological well-being is not positive or healthy and is significantly related to their sociodemographic characteristics.

Assessment of sociodemographic and psychological well-being of Primary School Teachers.

BACKGROUND: Teaching is very stressful and demanding, and it intensifies psychological-related disturbances compared to other occupations. Most teachers in Nigeria are battling emotional distress, burnout, depression, and anxiety due to excess workload, and has affected their psychological wellbeing. This study assessed the sociodemographic and psychological well-being of primary school teachers in Enugu State Nigeria. METHOD: This is a cross-sectional design. The psychological well-being of the 254 primary school teachers was assessed using psychological wellbeing scale and a sociodemographic information inventory was also used to ascertain their personal information. The data collected were analyzed using chi-square, mean, standard deviation, and bivariate correlation statistics. RESULTS: The results showed that the majority of primary school teachers experience unhealthy psychological well-being irrespective of age, gender, working status, qualification, and years of teaching experience. These teachers' sociodemographic variables are significantly correlated with psychological well-being. Only location is not significantly correlated with psychological well-being. CONCLUSION: Therefore, this study concluded that primary school teachers' psychological well-being is not positive and healthy and significantly related to their sociodemographic.

Improving work-life balance among administrative officers in Catholic primary schools: Assessing the effect of a Christian religious rational emotive behavior therapy.

OBJECTIVE: Work-life balance (WLB) is an essential precursor of workers' mental health. The theory of rational emotive behaviour therapy proposes that an imbalance in work and family life may result from people's dysfunctional perceptions of their work and other aspects of their personal life. Also, the constructive philosophies of rational emotive behavior therapy are said to be congruent with most religious belief systems of Christian clients. Therefore, our research examined the efficacy of Christian religious rational emotive behaviour therapy (CRREBT) on WLB among administrative officers in Catholic primary schools. METHODS: This is a group randomized trial involving 162 administrative officers from Catholic primary schools in Southeast Nigeria. The treatment process involved an 8-session CRREBT programme. RESULTS: The scores for WLB of the administrative officers enrolled in the CRREBT programme were significantly improved compared to those in the control group at the end of the study. At the follow-up phase, the CRREBT programme proved to be effective over a 3-month period. CONCLUSION: CRREBT is an effective therapeutic strategy for managing WLB among Catholic school administrative officers.

Social support as a correlate of depression among people living with HIV and AIDS in Nigeria.

BACKGROUND: Depression is a highly prevalent mental disorder among PLHIV, whilst social support is important in disease prevention, health promotion, therapeutic measure especially for PLHIV. OBJECTIVES: To ascertain the different types and sources of social support and their association with depression among PLHIV in Nigeria. MATERIALS AND METHODS: The study was a correlation with 2515 PLHIV in three teaching hospitals in South-Eastern Nigeria. Data were collected between January to June, 2019 through interviews, using socio-demographic and Clinical Form and a Social Support Scale for PLHIV. SPSS-20 used for data analysis. RESULTS: It was shown that average scores of instrumental and emotional social supports (IESS) were satisfactory and not influenced by sex (p = 0.894; p = 0.496), education (p = 0.805; p = 0.182), marital status (p = 0.076; p = 0.446) and length of antiretroviral therapy (p = 0.510; p = 0.136). People diagnosed for less than three years had more instrumental support (p = 0.05) than those diagnosed over three years. The regression score also revealed a high predictive power of IESS on depression of PLHIV. CONCLUSION: PLHIV have satisfactory social support, especially from family not residing in the same household and emotional social support from friends. Analyses identified knowledge gaps in the community regarding the social support received by PLHIV and their depression symptoms.