Abstract
Background: The teaching profession is known to be a highly pressured work environment, with a high number of teachers suffering from significant levels of work-related stress, alongside a high prevalence of depression and anxiety disorders. Together, these can have detrimental impact on teacher-related outcomes, such as low teaching self-efficacy, increased burnout and absenteeism; classroom-related outcomes, such as poor student-teacher relationships, and reduced student wellbeing.Aims: this review aims to explore, (i) whether there is a relationship between occupational stress and symptoms or diagnoses of depression and/or anxiety experienced by teachers, (ii) whether there are other factors that influence the relationship between occupational stress and depression/anxiety.
Method: Four databases (Medline, PsycINFO, Education Resources Information Center, and Teacher Reference Center) were explored using the inclusion and exclusion criteria around teacher occupational stress and mental health outcomes. Eligible articles were extracted and screened by the author, and 20% by the second reviewer, at title and abstract stage and then full-text stage. All studies were quality assessed by the author and second reviewer using the Quality Assessment Tool for Observational Cohort and Cross-Sectional Studies. The procedure for this systematic review is in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines.
Results: Eighteen studies over the past 30 years were identified that investigated the relationship between occupational stress and depression and/or anxiety. Seventeen of these studies identified at least one statistically significant association between experiences of work-related stress and depression and/or anxiety symptoms or disorders. Additionally, several studies identified other factors that may impact this relationship, including gender, school type (i.e., primary or secondary schoolteachers), non-restorative sleep, and burnout. Methodological considerations revealed that many studies had small sample sizes, were of cross-sectional design, and overall used a large range of occupational stress and mental health measures.
Conclusion: The eligible studies, identified in this review, consistently demonstrated that teachers who perceive greater stress in the teaching environment reported greater depression and anxiety symptomology and disorders. The review explores methodological limitations and issues to consider in terms of interpretation of the findings, as well as outlining ideas for future research and intervention. It is therefore important that more research is conducted to establish predictive and mediating factors of depression and anxiety in teachers faced with high levels of work stress. This could also help support those at-risk in the teaching profession via early identification of mechanisms associated with anxiety and depression in the context of work-related stress and the development of targeted, preventative, interventions.
| Date of Award | 1 Oct 2021 |
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| Original language | English |
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| Supervisor | Colette Hirsch (Supervisor) & Myanna Duncan (Supervisor) |