Original Article

Abrupt introduction of distance learning during the covid‑19 pandemic: What psychological impact on teachers?

Hanane Aissaoui, Mariam Atassi, Asmae Lekfif, Mohammed A. Bouazzaoui, Asmae Yeznasni, Sanae Sabbar, Naima Abda
Journal of Public Health in Africa | Vol 14, No 12 | a31 | DOI: https://doi.org/10.4081/jphia.2023.2786 | © 2024 Hanane Aissaoui, Mariam Atassi, Mohammed A. Bouazzaoui, Asmae Lekfif, Asmae Yeznasni, Sanae Sabbar, Naima Abda | This work is licensed under CC Attribution 4.0
Submitted: 13 March 2024 | Published: 30 December 2023

About the author(s)

Hanane Aissaoui, Mohammed First University Oujda, FMP Oujda, LERCSP, 60000, Oujda, Morocco
Mariam Atassi, Mohammed First University Oujda, FMP Oujda, LERCSP, 60000, Oujda, Morocco
Asmae Lekfif, Mohammed First University Oujda, FMP Oujda, LERCSP, 60000, Oujda, Morocco
Mohammed A. Bouazzaoui, Mohammed First University Oujda, FMP Oujda, LERCSP, 60000, Oujda, Morocco
Asmae Yeznasni, Mohammed First University Oujda, FMP Oujda, LERCSP, 60000, Oujda, Morocco
Sanae Sabbar, Mohammed First University Oujda, FMP Oujda, LERCSP, 60000, Oujda, Morocco
Naima Abda, Mohammed First University Oujda, FMP Oujda, LERCSP, 60000, Oujda, Morocco

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Abstract

As soon as the COVID‑19 pandemic appeared, the Moroccan education ministry decided to adopt distance learning (DL). Our target was to study the psychological impact of DL on Moroccan teachers during the pandemic. This cross‑sectional study used an online questionnaire based on the Hospital Anxiety and Depression Scale. Among 148 responses, 64.9% were women, and the average age was 41.1±11.5 years. 79.1% participated in DL, 58.8% were required to acquire DL tools and 71.6% had never received DL training. Between the start and the end of confinement, we noticed a decrease in the motivation of teachers.36.2% had definite depressive symptomatology and 41.3% had certain anxiety symptomatology with a significant predominance in women. The frequencies of depression and anxiety were higher in those who had participated in DL, but the association was not significant. Depression was significantly frequent among teachers who were obliged to acquire tools to practice DL P=0.02, those who had never received training DL P=0.046, and those who were not satisfied with the situation P=0.03. We didn't find a direct association between DL and anxiety and depression, which the small sample size may explain, but we did find an association with the variables related to DL.

Keywords

distance learning; teachers; psychological impact; confinement; COVID‑19

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