Volume 63, Issue 2, November 2022, Pages 126–136
Gustave Soh1, Boris Tachom Waffo2, André Wamba3, Handson Kewihnu Saah4, and Alain Tagne Nossi5
1 PhD student, University of Yaoundé 1, Cameroon
2 PhD student, University of Yaoundé 1, Cameroon
3 Ph.D, Medical Anthropology, Higher Teacher Training College Yaoundé, University of Yaoundé 1, Cameroon
4 PhD student, University of Yaoundé 1, Cameroon
5 PhD student, University of Yaoundé 1, Cameroon
Original language: English
Copyright © 2022 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The new coronavirus due to its rapid spread and its numerous victims represents a real public health problem and requires great resilience in individuals. Since then, confinement has been recommended or even imposed on populations despite the large literature on its negative psychological effects. The study explores the experience of confinement through its psychological consequences and the strategies that teachers adopt to improve their subjective well-being and get out of it. From a composite questionnaire administered online between April 30 and June 08, 2020, based on three tools, we measured perceived stress, anxiety and depression on 244 teachers. The results show that 66.0% of the participants experienced continuous stress during confinement compared to 56.5% who indicated a moderate/severe level of anxiety and 21.7% for a moderate/severe depression. Finally, they indicate that after being supplied with basic foodstuffs, the teachers engaged in learning activities during confinement. The study suggests the need for the adoption of reassuring communication, producing meaning in the eyes of third parties and stakeholders but also the need to keep contacts between teachers and learners/relatives by technological means.
Author Keywords: Covid-19, stress, anxiety, depression, teachers, psychological effects.
Gustave Soh1, Boris Tachom Waffo2, André Wamba3, Handson Kewihnu Saah4, and Alain Tagne Nossi5
1 PhD student, University of Yaoundé 1, Cameroon
2 PhD student, University of Yaoundé 1, Cameroon
3 Ph.D, Medical Anthropology, Higher Teacher Training College Yaoundé, University of Yaoundé 1, Cameroon
4 PhD student, University of Yaoundé 1, Cameroon
5 PhD student, University of Yaoundé 1, Cameroon
Original language: English
Copyright © 2022 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The new coronavirus due to its rapid spread and its numerous victims represents a real public health problem and requires great resilience in individuals. Since then, confinement has been recommended or even imposed on populations despite the large literature on its negative psychological effects. The study explores the experience of confinement through its psychological consequences and the strategies that teachers adopt to improve their subjective well-being and get out of it. From a composite questionnaire administered online between April 30 and June 08, 2020, based on three tools, we measured perceived stress, anxiety and depression on 244 teachers. The results show that 66.0% of the participants experienced continuous stress during confinement compared to 56.5% who indicated a moderate/severe level of anxiety and 21.7% for a moderate/severe depression. Finally, they indicate that after being supplied with basic foodstuffs, the teachers engaged in learning activities during confinement. The study suggests the need for the adoption of reassuring communication, producing meaning in the eyes of third parties and stakeholders but also the need to keep contacts between teachers and learners/relatives by technological means.
Author Keywords: Covid-19, stress, anxiety, depression, teachers, psychological effects.
How to Cite this Article
Gustave Soh, Boris Tachom Waffo, André Wamba, Handson Kewihnu Saah, and Alain Tagne Nossi, “Being a confined teacher: Dealing with the psychological effects of confinement during the covid-19 outbreak and getting out of it,” International Journal of Innovation and Scientific Research, vol. 63, no. 2, pp. 126–136, November 2022.
