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Abstract Introduction The aim of this survey was to assess the stress in secondary school teachers (SST) by analyzing its relationship with sociodemographic and professional characteristics, by evaluating work stressors, and by estimating psychosomatic symptoms. Methods This cross-sectional survey involved a representative sample of 1 182 SST. All participants had a regular activity for at least two years. We used an individual questionnaire inspired by those of the National Institute for Research and Security of France and of the Karasek’s Job Content Questionnaire. Results The prevalence of self-reported stress was 48.5%. The average age was significatively higher among stressed than non-stressed (38 ± 7.1 years old versus 32.4 ± 3.5 years; p0.005). The prevalence of stress was higher among men than women (50.9% versus 45.8%; p0.005). The prevalence of harmful habits was significantly higher in stressed than non-stressed individuals. The prevalence of psychosomatic symptoms was significatively higher among stressed than non-stressed: neurovegetative disorders (64,7% versus 53,5%), nervous tension (78,7% versus 40,6%), mood disorders (57,1% versus 36,1%), cognitive disorders (29,3% versus 16,7%) and sleep disorders (32,3% versus 16,1%). 27,2% had self- reported chronic pathologies (37,3% among stressed versus 17,4% non-stressed). Psychological demand was higher in stressed subjects, while decisional latitude and social support were lower. The SST’s main proposals were to increase salaries, reduce class sizes, improve teaching quality and teacher safety. Conclusion SST presents a high risk of chronic stress and its consequences on health. Health promotion and education initiatives should be carried out to raise awareness among the general population.
Charioui et al. (Mon,) studied this question.