RESUMO
Achievement of high academic performance needs good emotional expression. Studies have showed that depression, anxiety and stress [DAS] are the most common psychosomatic problems facing teachers worldwide. Therefore the present study aimed to investigate whether Libyan primary and secondary schoolteachers experience DAS manifestation throughout job programmers. So a cross-sectional survey was performed at different schools in Tripoli city, from July to October 2014; male and female teachers [n=200] were enrolled in terms of sociodemographic variables. Data were gathered using DAS scale [DASS-21] questionnaire. The mean age was 38.7+/-8.5 years, and the average tough experience was 13.95+/-0.69 years. Of 21 possible items, our study showed that 44.5% of teachers reported depressive sensation, 56% stated anxiety and 39.5% described stress mood. The most frequent reported items were, for depression "I felt down-hearted and blue" by 64%; for anxiety "I was worried about situation in which I might panic and make a fool of myself" by 60.5%, and for stress "I felt that I was using a lot of nervous energy" by 78.5%. In addition, increasing tea and coffee intake, and being smokers were associated with more symptoms, and increased number of taught experience, among females, resulted in fewer symptoms. Overall, 27.5% of teachers reported no symptoms, 22% specified one level of mind strife, 27% expressed two symptoms and 23.5% itemized the three DAS disorders. Furthermore, DAS sub-scales were significantly correlated. Hence, our findings support the predominance of DAS in tutors. It also shows that Libyan schoolteachers' experienced more symptoms than other survey countries; their quality of work possibly be affected by these events