Teachers’ mental health issues associated with the university reopening at the onset of the post-COVID-19 era in Ecuador
Palabras clave:
University professors, COVID-19 pandemic, face-to-face teaching activities, teaching, mental health
Resumen
Progressive return to face-to-face teaching and learning activities were planned to resume worldwide once most higher education community members are vaccinated against COVID-19. However, mental health issues triggered by this imminent return under unprecedented teaching scenarios, mainly among university teachers, may occur. Therefore, this study aims to determine the psychological response of university teachers to the multiple uncertainties generated by the university reopening in Ecuador. A cross-sectional online survey was conducted, and a sample of 273 university teachers completed a semi-structured questionnaire aiming to collect socio-demographic, health conditions, and professional and family-related data. Measures of stress, anxiety, and depression were also collected based on 5-point Smiley Face Likert scales. Data were quantitatively analyzed with multiple linear regression to determine the factors associated with teachers’ mental health outcomes. Stress and anxiety were significantly related to face-face activities scenarios (p<0.001). Factors such as age, marital status, academic degree, pre-infections with COVID-19, family member loss, employment status, and teaching experience were also significantly associated with psychological disorders observed (p<0.05). Findings may help develop timely preventive programs and policies to cope with and mitigate the knock-on effects of future disease outbreaks in Ecuador, consequently helping reduce social and financial costs.
Citas
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Balluerka, N., Gómez, J., Hidalgo, M. D., Gorostiaga, A., Espada, J. P., Padilla, J. L., & Santed, M. Á. (2020). Las consecuencias psicológicas de la Covid-19 y el confinamiento [The psychological consequences of Covid-19 and confinement]. https://cendocps.carm.es/documentacion/2020_Consecuencias_psicologicas_COVID19.pdf
BBC. (2020). Coronavirus: 6 medidas extremas adoptadas por las autoridades en la lucha contra el covid-19. https://www.bbc.com/mundo/noticias-51832806
Castro-Camacho, L., Díaz, M. M., & Barbosa, S. (2022). Effect of a group prevention program based on the unified protocol for college students in Colombia: A quasi-experimental study. Journal of Behavioral and Cognitive Therapy, 32(2), 111–123. https://doi.org/10.1016/j.jbct.2021.04.001
Cullinan, J., Walsh, S., Flannery, D., & Kennelly, B. (2022). A cross-sectional analysis of psychological distress among higher education students in Ireland. Irish Journal of Psychological Medicine, 1–9. https://doi.org/10.1017/ipm.2022.2
ECLAC-UNDRR. (2021). The coronavirus disease (COVID-19) pandemic: an opportunity for a systemic approach to disaster risk for the Caribbean. https://repositorio.cepal.org/bitstream/handle/11362/46732/1/S2000944_en.pdf
Eisenberg, D., Hunt, J., & Speer, N. (2013). Mental health in american colleges and universities: Variation across student subgroups and across campuses. Journal of Nervous and Mental Disease, 201(1), 60–67. https://doi.org/10.1097/NMD.0b013e31827ab077
Field, A. (2005). Discovering statistics using SPSS (Third Edit). SAGE Publications Ltd. http://repositorio.unan.edu.ni/2986/1/5624.pdf
Frazier, P. I., Massey Cashore, J., Duan, N., Henderson, S. G., Janmohamed, A., Liu, B., Shmoys, D. B., Wan, J., & Zhang, Y. (2022). Modeling for COVID-19 college reopening decisions: Cornell, a case study. Proceedings of the National Academy of Sciences of the United States of America, 119(2), 1–12. https://doi.org/10.1073/pnas.2112532119
Gavilanes, C., Illapa, J., Guamán, D., & Guerrero, C. (2022). Autopercepción del nivel de vida en los asociados a gremios agrícolas en Tungurahua, Ecuador [Self-perception of living standard of farmers affiliated with agricultural unions in Tungurahua, Ecuador]. Religación, 7(34), 1–19. https://doi.org/10.46652/rgn.v7i34.983
Guamán, D., Guamán, F., Pardo, E., Guamán, A., & Jácome, I. (2021). Efectos colaterales en la salud de los empresarios derivados de la pandemia de COVID-19 [Collateral effects on employers’ health derived from the COVID-19 pandemic]. Investigación Clínica, 62(3), 116–128.
Guamán, D., Guillén, D., & León, V. (2022). Desgaste ocupacional y conciliación trabajo-familia tras el retorno a la presencialidad laboral después de la pandemia por Covid-19 en colaboradores de servicios financieros y de educación superior [Occupational burnout and work–family balance after returning to face-to-face work post- Covid-19 pandemic in employees of financial and higher education services]. Religación, 7(33), 1–16. https://doi.org/10.46652/rgn.v7i33.960
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate Data Analysis (MVDA) (7th Editio). Pearson Education Limited. https://doi.org/10.1002/9781118895238.ch8
Hall, L., Hume, C., & Tazzyman, S. (2016). Five degrees of happiness: Effective smiley face Likert scales for evaluating with children. Proceedings of IDC 2016 - The 15th International Conference on Interaction Design and Children, June, 311–321. https://doi.org/10.1145/2930674.2930719
Hamza, C., Ewing, L., Heath, N., & Goldstein, A. (2021). When social isolation is nothing new: A longitudinal study on psychological distress during COVID-19 among university students with and without preexisting mental health concerns. Canadian Psychology, 62(1), 20–30. https://doi.org/10.1037/cap0000255
Han, X., Xu, P., & Ye, Q. (2021). Analysis of COVID-19 vaccines: Types, thoughts, and application. Journal of Clinical Laboratory Analysis, 35(9), 1–7. https://doi.org/10.1002/jcla.23937
Hisham, I. N., Townsend, G., Gillard, S., Debnath, B., & Sin, J. (2021). COVID-19: the perfect vector for a mental health epidemic. BJPsych Bulletin, 45(6), 332–338. https://doi.org/10.1192/bjb.2020.60
Jácome, I., & Chión, S. (2022). Psychological empowerment and job stress in Higher Education Institutions in Ecuador. Psychology Research and Behavior Management, 15, 3297–3312. https://doi.org/10.2147/prbm.s381342
Kaye-Kauderer, H., Feingold, J. H., Feder, A., Southwick, S., & Charney, D. (2021). Resilience in the age of COVID-19. BJPsych Advances, 27, 1–13. https://doi.org/10.1192/bja.2021.5
Kecojevic, A., Basch, C. H., Sullivan, M., & Davi, N. K. (2020). The impact of the COVID-19 epidemic on mental health of undergraduate students in New Jersey, cross-sectional study. PLoS ONE, 15(9), 1–16. https://doi.org/10.1371/journal.pone.0239696
McCracken, L. M., Badinlou, F., Buhrman, M., & Brocki, K. C. (2020). Psychological impact of COVID-19 in the Swedish population: Depression, anxiety, and insomnia and their associations to risk and vulnerability factors. European Psychiatry, 63(1), 1–9. https://doi.org/10.1192/j.eurpsy.2020.81
Odriozola-González, P., Planchuelo-Gómez, Á., Irurtia, M. J., & de Luis-García, R. (2020). Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. Psychiatry Research, 290, 1–8. https://doi.org/10.1016/j.psychres.2020.113108
Ozamiz-Etxebarria, N., Berasategi Santxo, N., Idoiaga Mondragon, N., & Dosil Santamaría, M. (2021). The Psychological State of Teachers During the COVID-19 Crisis: The challenge of returning to face-to-face teaching. Frontiers in Psychology, 11, 1–10. https://doi.org/10.3389/fpsyg.2020.620718
Pretorius, T. B., & Padmanabhanunni, A. (2022). Validation of the Connor-Davidson resilience scale-10 in South Africa: Item response theory and classical test theory. Psychology Research and Behavior Management, 15, 1235–1245. https://doi.org/10.2147/PRBM.S365112
Prince, J. P. (2015). University student counseling and mental health in the United States: Trends and challenges. Mental Health and Prevention, 3(1–2), 5–10. https://doi.org/10.1016/j.mhp.2015.03.001
Rodríguez-Hidalgo, A. J., Pantaleón, Y., Dios, I., & Falla, D. (2020). Fear of COVID-19, Stress, and Anxiety in University Undergraduate Students: A Predictive Model for Depression. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.591797
Rogowska, A. M., Kuśnierz, C., & Bokszczanin, A. (2020). Examining anxiety, life satisfaction, general health, stress and coping styles during COVID-19 pandemic in Polish sample of university students. Psychology Research and Behavior Management, 13, 797–811. https://doi.org/10.2147/prbm.s266511
Romeo, M., Yepes-Baldó, M., Soria, M. Á., & Jayme, M. (2021). Impact of the COVID-19 Pandemic on Higher Education: Characterizing the psychosocial context of the positive and negative affective states using classification and regression trees. Frontiers in Psychology, 12, 1–25. https://doi.org/10.3389/fpsyg.2021.714397
Schleicher, A. (2020). The impact of COVID-19 on education: Insights from education at a glance 2020. OECD Journal: Economic Studies, 1–31. https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf
Solis, D. H., Hutchinson, D., & Longnecker, N. (2022). Visual discrete format: An alternative to Likert-type formats of survey items sensitive enough to measure small changes in stable constructs such as self-concept in science. International Journal of Cognitive Research in Science, Engineering and Education, 10(2), 1–16. https://doi.org/10.23947/2334-8496-2022-10-2-01-16
UNESCO-IESALC. (2022). Resuming or Reforming? Tracking the global impact of the COVID-19 pandemic on higher education after two years of disruption. http://www.unesco.org/open-access/terms-use-ccbysa-en
UNESCO. (2020). COVID-19 and higher education: Today and tomorrow. In UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC). https://bit.ly/34TOSvu
UNESCO. (2021). COVID-19: Higher Education challenges and responses. https://www.unesco.org/en/articles/covid-19-higher-education-challenges-and-responses
Velásquez-Rojas, F., Fajardo, J. E., Zacharías, D., & Laguna, M. F. (2022). Effects of the COVID-19 pandemic in higher education: A data driven analysis for the knowledge acquisition process. PLoS ONE, 17(9), 1–20. https://doi.org/10.1371/journal.pone.0274039
WHO. (2020). Coronavirus disease (COVID-19) Situation Report – 114. https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200513-covid-19-sitrep-114.pdf
WHO. (2022). Mental Health and COVID-19 : Early evidence of the pandemic ’ s impact. In Scientific brief (Vol. 2, Issue March). https://www.who.int/publications/i/item/WHO-2019-nCoV-Sci_Brief-Mental_health-2022.1
Xiong, J., Lipsitz, O., Nasri, F., Lui, L. M. W., Gill, H., Phan, L., Chen-Li, D., Iacobucci, M., Ho, R., Majeed, A., & McIntyre, R. S. (2020). Impact of COVID-19 pandemic on mental health in the general population: A systematic review. Journal of Affective Disorders, 277, 55–64. https://doi.org/10.1016/j.jad.2020.08.001
Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 Pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 1–34. https://doi.org/10.3390/su12208438
Aylie, N. S., Mekonen, M. A., & Mekuria, R. M. (2020). The psychological impacts of COVID-19 pandemic among university students in bench-sheko zone, South-West Ethiopia: A community-based cross-sectional study. Psychology Research and Behavior Management, 13, 813–821. https://doi.org/10.2147/PRBM.S275593
Balluerka, N., Gómez, J., Hidalgo, M. D., Gorostiaga, A., Espada, J. P., Padilla, J. L., & Santed, M. Á. (2020). Las consecuencias psicológicas de la Covid-19 y el confinamiento [The psychological consequences of Covid-19 and confinement]. https://cendocps.carm.es/documentacion/2020_Consecuencias_psicologicas_COVID19.pdf
BBC. (2020). Coronavirus: 6 medidas extremas adoptadas por las autoridades en la lucha contra el covid-19. https://www.bbc.com/mundo/noticias-51832806
Castro-Camacho, L., Díaz, M. M., & Barbosa, S. (2022). Effect of a group prevention program based on the unified protocol for college students in Colombia: A quasi-experimental study. Journal of Behavioral and Cognitive Therapy, 32(2), 111–123. https://doi.org/10.1016/j.jbct.2021.04.001
Cullinan, J., Walsh, S., Flannery, D., & Kennelly, B. (2022). A cross-sectional analysis of psychological distress among higher education students in Ireland. Irish Journal of Psychological Medicine, 1–9. https://doi.org/10.1017/ipm.2022.2
ECLAC-UNDRR. (2021). The coronavirus disease (COVID-19) pandemic: an opportunity for a systemic approach to disaster risk for the Caribbean. https://repositorio.cepal.org/bitstream/handle/11362/46732/1/S2000944_en.pdf
Eisenberg, D., Hunt, J., & Speer, N. (2013). Mental health in american colleges and universities: Variation across student subgroups and across campuses. Journal of Nervous and Mental Disease, 201(1), 60–67. https://doi.org/10.1097/NMD.0b013e31827ab077
Field, A. (2005). Discovering statistics using SPSS (Third Edit). SAGE Publications Ltd. http://repositorio.unan.edu.ni/2986/1/5624.pdf
Frazier, P. I., Massey Cashore, J., Duan, N., Henderson, S. G., Janmohamed, A., Liu, B., Shmoys, D. B., Wan, J., & Zhang, Y. (2022). Modeling for COVID-19 college reopening decisions: Cornell, a case study. Proceedings of the National Academy of Sciences of the United States of America, 119(2), 1–12. https://doi.org/10.1073/pnas.2112532119
Gavilanes, C., Illapa, J., Guamán, D., & Guerrero, C. (2022). Autopercepción del nivel de vida en los asociados a gremios agrícolas en Tungurahua, Ecuador [Self-perception of living standard of farmers affiliated with agricultural unions in Tungurahua, Ecuador]. Religación, 7(34), 1–19. https://doi.org/10.46652/rgn.v7i34.983
Guamán, D., Guamán, F., Pardo, E., Guamán, A., & Jácome, I. (2021). Efectos colaterales en la salud de los empresarios derivados de la pandemia de COVID-19 [Collateral effects on employers’ health derived from the COVID-19 pandemic]. Investigación Clínica, 62(3), 116–128.
Guamán, D., Guillén, D., & León, V. (2022). Desgaste ocupacional y conciliación trabajo-familia tras el retorno a la presencialidad laboral después de la pandemia por Covid-19 en colaboradores de servicios financieros y de educación superior [Occupational burnout and work–family balance after returning to face-to-face work post- Covid-19 pandemic in employees of financial and higher education services]. Religación, 7(33), 1–16. https://doi.org/10.46652/rgn.v7i33.960
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate Data Analysis (MVDA) (7th Editio). Pearson Education Limited. https://doi.org/10.1002/9781118895238.ch8
Hall, L., Hume, C., & Tazzyman, S. (2016). Five degrees of happiness: Effective smiley face Likert scales for evaluating with children. Proceedings of IDC 2016 - The 15th International Conference on Interaction Design and Children, June, 311–321. https://doi.org/10.1145/2930674.2930719
Hamza, C., Ewing, L., Heath, N., & Goldstein, A. (2021). When social isolation is nothing new: A longitudinal study on psychological distress during COVID-19 among university students with and without preexisting mental health concerns. Canadian Psychology, 62(1), 20–30. https://doi.org/10.1037/cap0000255
Han, X., Xu, P., & Ye, Q. (2021). Analysis of COVID-19 vaccines: Types, thoughts, and application. Journal of Clinical Laboratory Analysis, 35(9), 1–7. https://doi.org/10.1002/jcla.23937
Hisham, I. N., Townsend, G., Gillard, S., Debnath, B., & Sin, J. (2021). COVID-19: the perfect vector for a mental health epidemic. BJPsych Bulletin, 45(6), 332–338. https://doi.org/10.1192/bjb.2020.60
Jácome, I., & Chión, S. (2022). Psychological empowerment and job stress in Higher Education Institutions in Ecuador. Psychology Research and Behavior Management, 15, 3297–3312. https://doi.org/10.2147/prbm.s381342
Kaye-Kauderer, H., Feingold, J. H., Feder, A., Southwick, S., & Charney, D. (2021). Resilience in the age of COVID-19. BJPsych Advances, 27, 1–13. https://doi.org/10.1192/bja.2021.5
Kecojevic, A., Basch, C. H., Sullivan, M., & Davi, N. K. (2020). The impact of the COVID-19 epidemic on mental health of undergraduate students in New Jersey, cross-sectional study. PLoS ONE, 15(9), 1–16. https://doi.org/10.1371/journal.pone.0239696
McCracken, L. M., Badinlou, F., Buhrman, M., & Brocki, K. C. (2020). Psychological impact of COVID-19 in the Swedish population: Depression, anxiety, and insomnia and their associations to risk and vulnerability factors. European Psychiatry, 63(1), 1–9. https://doi.org/10.1192/j.eurpsy.2020.81
Odriozola-González, P., Planchuelo-Gómez, Á., Irurtia, M. J., & de Luis-García, R. (2020). Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. Psychiatry Research, 290, 1–8. https://doi.org/10.1016/j.psychres.2020.113108
Ozamiz-Etxebarria, N., Berasategi Santxo, N., Idoiaga Mondragon, N., & Dosil Santamaría, M. (2021). The Psychological State of Teachers During the COVID-19 Crisis: The challenge of returning to face-to-face teaching. Frontiers in Psychology, 11, 1–10. https://doi.org/10.3389/fpsyg.2020.620718
Pretorius, T. B., & Padmanabhanunni, A. (2022). Validation of the Connor-Davidson resilience scale-10 in South Africa: Item response theory and classical test theory. Psychology Research and Behavior Management, 15, 1235–1245. https://doi.org/10.2147/PRBM.S365112
Prince, J. P. (2015). University student counseling and mental health in the United States: Trends and challenges. Mental Health and Prevention, 3(1–2), 5–10. https://doi.org/10.1016/j.mhp.2015.03.001
Rodríguez-Hidalgo, A. J., Pantaleón, Y., Dios, I., & Falla, D. (2020). Fear of COVID-19, Stress, and Anxiety in University Undergraduate Students: A Predictive Model for Depression. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.591797
Rogowska, A. M., Kuśnierz, C., & Bokszczanin, A. (2020). Examining anxiety, life satisfaction, general health, stress and coping styles during COVID-19 pandemic in Polish sample of university students. Psychology Research and Behavior Management, 13, 797–811. https://doi.org/10.2147/prbm.s266511
Romeo, M., Yepes-Baldó, M., Soria, M. Á., & Jayme, M. (2021). Impact of the COVID-19 Pandemic on Higher Education: Characterizing the psychosocial context of the positive and negative affective states using classification and regression trees. Frontiers in Psychology, 12, 1–25. https://doi.org/10.3389/fpsyg.2021.714397
Schleicher, A. (2020). The impact of COVID-19 on education: Insights from education at a glance 2020. OECD Journal: Economic Studies, 1–31. https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf
Solis, D. H., Hutchinson, D., & Longnecker, N. (2022). Visual discrete format: An alternative to Likert-type formats of survey items sensitive enough to measure small changes in stable constructs such as self-concept in science. International Journal of Cognitive Research in Science, Engineering and Education, 10(2), 1–16. https://doi.org/10.23947/2334-8496-2022-10-2-01-16
UNESCO-IESALC. (2022). Resuming or Reforming? Tracking the global impact of the COVID-19 pandemic on higher education after two years of disruption. http://www.unesco.org/open-access/terms-use-ccbysa-en
UNESCO. (2020). COVID-19 and higher education: Today and tomorrow. In UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC). https://bit.ly/34TOSvu
UNESCO. (2021). COVID-19: Higher Education challenges and responses. https://www.unesco.org/en/articles/covid-19-higher-education-challenges-and-responses
Velásquez-Rojas, F., Fajardo, J. E., Zacharías, D., & Laguna, M. F. (2022). Effects of the COVID-19 pandemic in higher education: A data driven analysis for the knowledge acquisition process. PLoS ONE, 17(9), 1–20. https://doi.org/10.1371/journal.pone.0274039
WHO. (2020). Coronavirus disease (COVID-19) Situation Report – 114. https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200513-covid-19-sitrep-114.pdf
WHO. (2022). Mental Health and COVID-19 : Early evidence of the pandemic ’ s impact. In Scientific brief (Vol. 2, Issue March). https://www.who.int/publications/i/item/WHO-2019-nCoV-Sci_Brief-Mental_health-2022.1
Xiong, J., Lipsitz, O., Nasri, F., Lui, L. M. W., Gill, H., Phan, L., Chen-Li, D., Iacobucci, M., Ho, R., Majeed, A., & McIntyre, R. S. (2020). Impact of COVID-19 pandemic on mental health in the general population: A systematic review. Journal of Affective Disorders, 277, 55–64. https://doi.org/10.1016/j.jad.2020.08.001
Publicado
2023-08-05
Cómo citar
Guamán-Guevara, M. D., & Teneda, W. (2023). Teachers’ mental health issues associated with the university reopening at the onset of the post-COVID-19 era in Ecuador. Revista Venezolana De Gerencia, 28(9), 796-809. https://doi.org/10.52080/rvgluz.28.e9.49
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