Psychosocial Status of Hypertensive Teachers
DOI:
https://doi.org/10.61841/05cbxe25Keywords:
Psychosocial Status and Hypertensive TeachersAbstract
The correlation between hypertension and the psychosocial state of teachers has become common due to the psychological and social pressures they are exposed to as a result of the teaching and psychological stress surrounding them. The study goals are to identify the psychosocial domain of teachers and find out the correlation between the psychosocial domain and hypertension of teachers. An appropriate sample of teachers was taken in the Al-Najaf Al-Ashraf city (n = 274) to conduct the research. Questionnaire tools were created by the researcher for collecting the study sample. The questionnaire validity was determined by a committee consisting of (14) experts distributed among (4) colleges. The tool reliability was detected by using the method test in the study that was conducted, and the questionnaire tools were used to collect samples, and its value was 0.824. The finding of the study confirmed that the majority of teachers are male (60.6%), and 84.7% of them live a civilian life and suffer from hypertension stage 1 (33.6%), and with a fair psychosocial level, there is a strong correlation (p = 0.00) between the hypertension and the psychosocial status. All teachers have a moderate cognitive (mean score = 2.023) and emotional (mean score = 1.932) level, and the majority of them have a moderate social-behavioral (mean score = 2.076) and general health (mean score = 2.386) level. I recommend cooperation between the Ministries of Health and Education for early detection of hypertensive teachers and increasing teachers’ knowledge about the impact of psychosocial status on hypertension.
Downloads
References
[1] Ahamad, A. (2018). Clinical & Medical Biochemistry Hypertension and Lipid Profile of Patients of DG
Khan District, 4(2), 140–143. https://doi.org/10.4172/2471-2663.1000142
[2] Bano, A., & Iqbal, N. (2018). Psychosocial, Emotional problems and Development of Psychopathology
among university students. Clinical and Experimental Psychology, 4(4). https://doi.org/10.4172/2471-
2701.1000201
[3] Centers for Disease Control and Prevention. (2010). A Closer Look at African American Men and High
Blood Pressure Control—Executive Summary.
[4] Commission, T.E., Panel, S., & Programme, S. (2020). Better Research for Better Health A vision for
health and biomedical research from the Scientific Panel for Health* (May 2016), 1–39.
[5] Drevenhorn, E. (2006). Counselling Patients with Hypertension at Health Centers—a Nursing Perspective
Eva. Institute of Health and Care Sciences (Vol. 2).
[6] Lobbia, A., Carbone, E., Faggian, S., Gardini, S., Piras, F., Spector, A., & Borella, E. (2019). The Efficacy
of Cognitive Stimulation Therapy (CST) for People with Mild-to-Moderate Dementia: A Review.
European Psychologist, 24(3), 257–277.
[7] Mohammad, H., Kassim, N., & Yasir, A. (2013). Older Adult Social Needs Nursing Home. Medical
Journal of Babylon, 15(8), 625–631.
[8] Panayiotou, A., Kyriakides, L., Creemers, B.P.M., McMahon, L., Vanlaar, G., Pfeifer, M., Bren, M. (2014).
Teacher behavior and student outcomes: Results of a European study. Educational Assessment, Evaluation
and Accountability, 26(1), 73–93.
[9] Roffey, S. (2012). Pupil well-being and teacher well-being: two sides of the same coin? Educational and Child
Psychology, 29(4), 8–17.
[10] Scheuch, K., Haufe, E., & Seibt, R. (2015). Teachers’ Health (July). https://doi.org/10.3238/arztebl.2015.0347
[11] Solomon, J. (2017). A Needs Assessment of Hypertensive Patients. Morehouse School of Medicine GENMF Primary Care Leadership Program Scholar, 1–20.
[12] Spruill, T.M. (2013). NIH Public Access, 12(1), 10–16. https://doi.org/10.1007/s11906-009-0084-8. Chronic
[13] Suleiman, K., Alghabeesh, S., Jassem, H., & Shahroor, L.A. (2020). Quality of Life (QOL) among University Students in Jordan : A Descriptive Study Quality of Life (QOL) among University Students in Jordan: A Descriptive Study (October 2019), 2020.
Downloads
Published
Issue
Section
License
Copyright (c) 2020 AUTHOR
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
