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Background <p>The teaching profession, while rewarding, presents numerous challenges that can adversely affect teachers’ psychological well-being and occupational stress. This cross-sectional study aimed to assess the psychological well-being and occupational stress among secondary school teachers in Beni Municipality, Nepal, and identify its associated factors.</p> Methods <p>A total of 231 secondary school teachers were included through a census approach. Data were collected via face-to-face interviews using structured questionnaires, including the General Health Questionnaire-12 (GHQ-12) and Teacher Stress Scale (TSS). Bivariate analyses and multivariable logistic regression were performed to identify factors associated with psychological well-being and stress at a 5% level of significance.</p> Results <p>The study found that 60.2% of the teachers experienced psychological distress, while 51.1% reported occupational stress. Factors significantly associated with better psychological well-being included designated teaching level at the secondary level (aOR = 2.30, 95% CI: 1.15–4.56), satisfaction with job description and responsibilities (aOR = 2.37, 95% CI: 1.33–4.24), and occupational stress (aOR = 2.09, 95% CI: 1.16–3.78). In regard to occupational stress, teachers aged 50 years and above (aOR = 3.04, 95% CI: 1.15–8.01), dissatisfaction with salary (aOR = 2.78, 95% CI: 1.10–7.02), and perceiving their job as highly demanding (aOR = 6.50, 95% CI: 2.14–19.76) were significantly associated with higher levels of occupational stress.</p> Conclusion <p>This study reveals that a significant proportion of secondary school teachers in public schools of Nepal experience psychological distress and occupational stress, with key factors including job satisfaction, salary dissatisfaction, and perceived job demands associated with them. The findings underscore the need for targeted interventions to improve teachers’ well-being, such as improving salary structures, clarifying job roles, offering professional development, providing access to mental health support, and fostering a supportive school environment.</p>

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Psychological wellbeing and occupational stress among public secondary school teachers in Beni Municipality, Nepal: a cross-sectional study

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  • 发表日期：

    2025年10月7日

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  • Pujan Dhungana,
  • Aayush Joshi,
  • Anisha Chalise,
  • Shishir Paudel

摘要

Background

The teaching profession, while rewarding, presents numerous challenges that can adversely affect teachers’ psychological well-being and occupational stress. This cross-sectional study aimed to assess the psychological well-being and occupational stress among secondary school teachers in Beni Municipality, Nepal, and identify its associated factors.

Methods

A total of 231 secondary school teachers were included through a census approach. Data were collected via face-to-face interviews using structured questionnaires, including the General Health Questionnaire-12 (GHQ-12) and Teacher Stress Scale (TSS). Bivariate analyses and multivariable logistic regression were performed to identify factors associated with psychological well-being and stress at a 5% level of significance.

Results

The study found that 60.2% of the teachers experienced psychological distress, while 51.1% reported occupational stress. Factors significantly associated with better psychological well-being included designated teaching level at the secondary level (aOR = 2.30, 95% CI: 1.15–4.56), satisfaction with job description and responsibilities (aOR = 2.37, 95% CI: 1.33–4.24), and occupational stress (aOR = 2.09, 95% CI: 1.16–3.78). In regard to occupational stress, teachers aged 50 years and above (aOR = 3.04, 95% CI: 1.15–8.01), dissatisfaction with salary (aOR = 2.78, 95% CI: 1.10–7.02), and perceiving their job as highly demanding (aOR = 6.50, 95% CI: 2.14–19.76) were significantly associated with higher levels of occupational stress.

Conclusion

This study reveals that a significant proportion of secondary school teachers in public schools of Nepal experience psychological distress and occupational stress, with key factors including job satisfaction, salary dissatisfaction, and perceived job demands associated with them. The findings underscore the need for targeted interventions to improve teachers’ well-being, such as improving salary structures, clarifying job roles, offering professional development, providing access to mental health support, and fostering a supportive school environment.