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

Milushkina OYu1, Zhukov OF2,3, Lukanova OV4, Markelova SV1, Skoblina NA1
About authors

1 Pirogov Russian National Research Medical University, Moscow, Russia

2 Plekhanov Russian University of Economics, Moscow, Russia

3 Institute of age physiology, Moscow, Russia

4 Secondary school № 72 Ulyanovsk, Ulyanovsk, Russia

Correspondence should be addressed: Svetlana Valerievna Markelova
Ostrovityanova, 1, Moscow, 117997; ur.umsr@vs_avolekram

About paper

Author contribution: Milushkina OYu — study management; Zhukov OF, Markelova SV, Lukanova OV — material collection, statistical processing, article authoring; Skoblina NA — literature analysis.

Compliance with ethical standards: the study was approved by the Ethics Committee of Pirogov Russian National Research Medical University (Protocol № 159 of November 21, 2016). Each participant signed a voluntary informed consent form. Adult population participated voluntarily, through filling in questionnaires online.

Received: 2021-03-19 Accepted: 2021-04-28 Published online: 2021-04-29

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.

Keywords: teacher, emotional state, distance learning, health risk factor, emotional burnout