The impact of the Covid-19 pandemic on depression, anxiety, and stress among teachers in Malaysia: A cross-sectional study

• Main Authors: Ishak, Ahmad Razali, Adnan, Nor Ashila, Aziz, Mohd. Yusmaidie, Nazli, Siti Nurshahida, Mualif, Siti Aisyah, Ishar, Seri Mirianti, Suaidi, Noor Asyikin, Abdul Aziz, Muhammad Yusran
• Format: Article
• Published: Universiti Putra Malaysia Press 2022
• Subjects: TK Electrical engineering. Electronics Nuclear engineering
• Online Access: http://eprints.utm.my/id/eprint/99463/; https://medic.upm.edu.my/jurnal_kami/volume_18_2022/mjmhs_vol18_supp_8_june_2022-67528

Introduction: Educational sector in Malaysia had been severely affected by COVID-19 pandemic. Due to the erratic nature of COVID-19 cases in Malaysia for the past two years, teaching style has shifted back and forth between home-based teaching and learning (PdPR) sessions and face-to-face teaching. Teachers must be prepared for any unanticipated shifts that occurred throughout the pandemic due to the implementation of movement control orders that resulted in school closures. Thus, this study aims to measure the depression, anxiety, stress, and quality of life among Malaysian teachers during the COVID-19 pandemic. Methods: Between March 21st and June 1st, 2021, 391 teachers completed Google form questionnaires containing the DASS-21, SF-36, and socio-demographic data, which were distributed online via WhatsApp, Telegram, Twitter, and Facebook. Results: : According to the findings of this study, most teachers (55.5 %) were anxious, followed by depression (39.9 %) and stress (27.6 %). Depression, anxiety, and stress were all statistically related to age (p<0.05), marital status (p<0.01), and the number of children (p<0.05). When it came to quality of life, teachers had the highest physical functioning score about 86 but the lowest vitality at 62.3. All domains of quality of life were found negatively correlated with depression, anxiety, and stress (p<0.05). Conclusion: The COVID-19 pandemic affected the depression, anxiety, and stress among the Malaysian teachers. To improve teachers’ well-being and mental health, effective policies, guidelines, and planning, as well as massive resources and support from administrative authorities, would be necessary.