Predictors of physical activity and smoking among German teachers during the SARS-CoV-2 pandemic : Viktoria Eggert

Background The SARS-CoV-2 pandemic has influenced the social and health-related behavior due to significant changes and constraints in the professional and private life. Especially in the school context, there were considerable changes, which may have promoted positive and negative health behaviors. Therefore, the aim of our study was to identify the predictors of physical activity and smoking of teachers during the SARS-CoV-2 pandemic. Methods In March 2021, a nation-wide online survey was conducted among teachers in Germany. A total number of 31,089 participants entered analysis. Data on smoking and physical activity as well as sociodemographic, workplace-related, psychological, SARS-CoV-2-related, and health-related items were collected using established instruments and if necessary self-developed items. Two binary logistic regressions with block wise inclusion of the different variable groups were performed to predict physical activity and smoking. Results Among all surveyed teachers, 70.1% did not comply with the WHO recommendation of being physically active for at least 150 minutes per week and 13.9% reported to smoke. The regression analyses revealed significant predictors for physical activity (e.g., time requirement) and smoking (e.g., work schedule). Conclusions Recommendations to improve teachers’ health can be derived from the predictors for physical activity and smoking that were identified in our study. Given the alarming result that more than two thirds of the teachers did not comply with the WHO recommendations, a special focus should be placed on improving physical activity, as this is a crucial factor for somatic and mental health. Key messages Teachers in Germany showed alarmingly low compliance regarding the WHO recommendations on physical activity during the pandemic. To improve teachers’ health, it is important to take into account significant predictors of health behavior when planning interventions.

Predictors of job satisfaction among German teachers during the SARS-CoV-2 pandemic : Theresa Dicks

Background To contribute the containment of the infections during the SARS-COV-2 pandemic, changes in working conditions occurred worldwide. In the school context, teaching was changed several times to distance learning and teachers were forced to work from home. This increasing spatial separation between work and private life increased the potential for conflicts. Based on the theoretical assumption that stressors worsen job satisfaction and resources increase satisfaction, the aim of our study was to identify the predictors of teachers’ job satisfaction during the pandemic. The focus on job satisfaction is interesting because the concept is often related to health-related aspects from a public health perspective. Methods A nationwide cross-sectional survey was conducted among German teachers in March 2021. After data cleaning, 31,089 participants were included in the analyses. The survey consisted of established instruments (e.g., COPSOQ) and self-developed items if necessary. A multiple linear regression was performed to predict teachers’ job satisfaction by stepwise inclusion of sociodemographic, work-related and covid-specific variables. Results Overall, the regression revealed that especially work-related variables were strong predictors of job satisfaction. The analyses showed that higher levels of meaning of work, autonomy and predictability of work increased job satisfaction. In contrast, increased emotional stress, feelings of unfair treatment, and work-privacy conflicts deteriorated job satisfaction. Conclusions The present study identified important predictors of job satisfaction which may be used to derive specific recommendations for improving teachers’ job satisfaction during the SARS-CoV-2 pandemic. The relevance of job satisfaction for the scientific and public discourse becomes apparent because it was closely related to teachers’ somatic and mental health. Key messages • Teachers’ job satisfaction during the pandemic can be further improved by making appropriate adjustments, particularly in work-specific requirements. • Improving job satisfaction significantly contributes to promoting teachers’ health.

Psychological stress of teachers during the SARS-CoV-2 pandemic - Results of a nationwide survey in Germany

Introduction: The SARS-CoV-2 pandemic fundamentally changed school life as well as the professional life of teachers (TE). For example, organizational processes changed (e.g., increase in workload), pedagogical challenges emerged (e.g., distance learning) and hygiene plans had to be implemented and realized. The leading question was: did psychological stress in TE increase during the pandemic? If so, what sociodemographic and work-related variables were associated with this stress? Material and Methods: TE throughout Germany were surveyed online in March 2021. Data on psychological stress and strains were assessed using established (e.g., PHQ-4) and specially developed (e.g., corona-associated anxiety) instruments. After data cleaning, 31,090 participants were included in the analysis. Descriptive and inferential statistics were used to analyze the relationship between psychological stress (e.g., depressiveness) and sociodemographic (e.g., gender) and work-related variables (e.g., work schedule). Results: A significant increase in likely stress induced psychological symptoms was found compared to pre SARS-CoV-2 pandemic samples. Analyses are currently in progress. Results will be presented at the ICOH conference in 2022. Conclusions: The observed increase in psychological stress of TE during the SARS-CoV-2 pandemic represents a call for interventions especially for highly stressed subgroups of TE. These stress reactions in TE have to be interpreted against the background of a likewise increased mental stress in the general population and their relative changes have to be identified in order to provide demand-oriented help.