Post-traumatic stress disorder in Chinese teachers during covid-19 pandemic: Roles of fear of COVID-19, nomophobia, and psychological distress

Shikha Kukreti, Daniel Kwasi Ahorsu, Carol Strong, I. Hua Chen, Chung Ying Lin, Nai Ying Ko, Mark D. Griffiths, Yu Pin Chen, Yi Jie Kuo, Amir H. Pakpour

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)

Abstract

There are limited data concerning the prevalence of post-traumatic stress disorder (PTSD) among teachers. Therefore, the present study estimated the prevalence of PTSD among mainland Chinese teachers during the COVID-19 pandemic and to construct a model with mediation and moderation effects to explain the PTSD. Data collection was conducted in schools in the Jiangxi province between October and November 2020 among k-12 schoolteachers. An online survey, including five different psychometric scales, was used to collect data. All participants were assessed for PTSD using the Chinese version of the PTSD Checklist for DSM-5 (PCL-5). Hayes’ PROCESS Model 8 was used to examine the potential factors explaining a higher PTSD scores. A total of 2603 teachers from k-12 schools participated. With the cutoff score at 31, the prevalence of PTSD was 12.3% but decreased to 1.0% when the cutoff score was at 49. Nomophobia moderated the effects of Fear of COVID-19 Scale on PTSD. The findings suggest that fear of COVID-19 among teachers leads to PTSD via psychological distress, highlighting the moderating effect of nomophobia in this association. Based on the study’s findings, psychological interventions and educational training are needed to reduce fear among teachers at higher risk of developing PTSD.

Original languageEnglish
Article number1288
JournalHealthcare (Switzerland)
Volume9
Issue number10
DOIs
Publication statusPublished - Oct 2021

Keywords

  • Fear
  • PTSD
  • SARS-CoV-2
  • Teacher

ASJC Scopus subject areas

  • Health Informatics
  • Health Policy
  • Health Information Management
  • Leadership and Management

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