[ Stress professionnel et profil de la pression artérielle des enseignants du secteur primaire et secondaire de la ville de Lubumbashi en République Démocratique du Congo: Du 10 Janvier 2021 au 10 janvier 2022 ]
Volume 36, Issue 1, April 2022, Pages 271–283
Kalumba Ilunga Cléophas1 and Lomami Osakanu Georges2
1 Médecine du Travail, Faculté de Médecine, Université de Lubumbashi, RD Congo
2 Médecine du Travail, Faculté de Médecine, Université de Lubumbashi, RD Congo
Original language: French
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.
Introduction: The teaching profession in general is among the professions that impose many mental, physical, psychological and social constraints. Therefore, his environment is supposed to offer him a serene environment in order to allow him to control his health and avoid situations likely to lead to certain circumstances of many dysfunctions whose consequences deteriorate the working conditions of teachers and moreover his health. Nowadays, education is a major asset of essential societal development and as a result, the teaching profession is considered to be a job at high risk of stress, psychological risks following direct and constant contact with learners or even potentially a source of disrespectful behavior and verbal aggression, physiques etc. able to develop strong feelings of inferiority and personal failure if teachers are continually confronted with these types of stress and conflict situations that challenge their professional status, feeling attacked in their work and professional identity, and also a source of burnout. It is counted among the jobs with a significant level of social interactions such as health and social services. Objective: To determine the generating and moderating factors of occupational stress in teachers as well as the profile of blood pressure in this population. Methodology: This was a nested case-control study, conducted in the city-province of Kinshasa from October 2018 to June 2019, in six schools in the primary and secondary sectors. Two hundred and one (201) teachers participated in the study, with the M/F ratio being 2: 1. We administered the Karasek-Siegrist Occupational Stress and Effort/Reward Questionnaire as a first step. Then, after initial measurement of blood pressure by ourselves, we subjected the participants to a self-measurement of their blood pressure, after training according to the recommendations of the French Society of High Blood Pressure. We analyzed by Chi-carré de Kruss-Wallis on the IBPM-SPSS version 20 software, the results by comparing stressed teachers (cases) and controls (relaxed, active and passive subjects).Results: We found 40% of the stressed subjects that we compared to the control groups consisting of 12% of relaxed subjects, 25% of active subjects and 23% of passive subjects. Out of a total of 201 teachers, 20% had an increase in the initial BP ≥ 140/90 mmHg according to the reference values of the classification of the WHO and the European Society of Hypertension.
Author Keywords: Generative factors, Occupational stress, Blood pressure, Teachers, Lubumbashi, DR Congo.
Volume 36, Issue 1, April 2022, Pages 271–283
Kalumba Ilunga Cléophas1 and Lomami Osakanu Georges2
1 Médecine du Travail, Faculté de Médecine, Université de Lubumbashi, RD Congo
2 Médecine du Travail, Faculté de Médecine, Université de Lubumbashi, RD Congo
Original language: French
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
Introduction: The teaching profession in general is among the professions that impose many mental, physical, psychological and social constraints. Therefore, his environment is supposed to offer him a serene environment in order to allow him to control his health and avoid situations likely to lead to certain circumstances of many dysfunctions whose consequences deteriorate the working conditions of teachers and moreover his health. Nowadays, education is a major asset of essential societal development and as a result, the teaching profession is considered to be a job at high risk of stress, psychological risks following direct and constant contact with learners or even potentially a source of disrespectful behavior and verbal aggression, physiques etc. able to develop strong feelings of inferiority and personal failure if teachers are continually confronted with these types of stress and conflict situations that challenge their professional status, feeling attacked in their work and professional identity, and also a source of burnout. It is counted among the jobs with a significant level of social interactions such as health and social services. Objective: To determine the generating and moderating factors of occupational stress in teachers as well as the profile of blood pressure in this population. Methodology: This was a nested case-control study, conducted in the city-province of Kinshasa from October 2018 to June 2019, in six schools in the primary and secondary sectors. Two hundred and one (201) teachers participated in the study, with the M/F ratio being 2: 1. We administered the Karasek-Siegrist Occupational Stress and Effort/Reward Questionnaire as a first step. Then, after initial measurement of blood pressure by ourselves, we subjected the participants to a self-measurement of their blood pressure, after training according to the recommendations of the French Society of High Blood Pressure. We analyzed by Chi-carré de Kruss-Wallis on the IBPM-SPSS version 20 software, the results by comparing stressed teachers (cases) and controls (relaxed, active and passive subjects).Results: We found 40% of the stressed subjects that we compared to the control groups consisting of 12% of relaxed subjects, 25% of active subjects and 23% of passive subjects. Out of a total of 201 teachers, 20% had an increase in the initial BP ≥ 140/90 mmHg according to the reference values of the classification of the WHO and the European Society of Hypertension.
Author Keywords: Generative factors, Occupational stress, Blood pressure, Teachers, Lubumbashi, DR Congo.
Abstract: (french)
Introduction: Le métier d’enseignant en général est parmi les métiers qui imposent beaucoup des contraintes mentales, physiques, psychologiques et sociales. Par conséquent, son environnement est censé lui offrir un cadre serein afin de lui permettre de maintenir sa santé et d’éviter des situations susceptibles d’entraîner certaines circonstances de nombreux dysfonctionnements dont les conséquences détériorent les conditions de travail des enseignants et de surcroit sa santé.De nos jours, l’éducation constitue un atout majeur du développement sociétal incontournable et de ce fait, la profession enseignante est considérée comme étant un emploi à haut risque de stress, des risques psychologiques suite aux contacts directs et constants avec les apprenants voire potentiellement source de comportements irrespectueux et d’agressions verbales, physiques etec capables de développer de forts sentiments d’infériorité et d’échec personnel si les enseignants sont confrontés continuellement à ces types de stress et de situations conflictuelles qui remettent en cause leur statut professionnel, en se sentant attaqués dans leur travail et leur identité professionnelle, et également source d’épuisement professionnel. Il est compté parmi les emplois comportant un niveau important d’interactions sociales telles que les services de santé et les services sociaux. Objectif: Déterminer les facteurs générateurs et modérateurs du stress professionnel chez les enseignants ainsi que le profil de la pression artérielle dans cette population. Méthodologie: Il s’agissait d’une étude cas-témoins nichés, effectuée dans la ville de Lubumbashi du 10 Janvier 2020 au 10 Janvier 2022, dans six écoles des secteurs primaire et secondaire. Nous avons administré premièrement le questionnaire de stress professionnel et d’effort/récompense de Karasek-Siegrist à deux cent un (201) enseignants dont le ratio H/F étant de 2/1. Ensuite, la prise de la pression artérielle par nos enquêteurs suivie de l’automesure de la pression artérielle. Nous avons analysé par Chi-carré de Kruss-Wallis sur le logiciel IBPM-SPSS version 20, les résultats en comparant les enseignants stressés (cas) et les témoins (sujets détendus, actifs et passifs). Résultats: Nous avons trouvé 40% des sujets stressés que nous avons comparés aux groupes témoins constitués de 12% de sujets détendus, 25% des sujets actifs et 23% des sujets passifs. Sur un effectif total de 201 enseignants, 20% avaient eu une hausse de la PA initiale ≥ 140/90 mmHg selon les valeurs de référence de la classification de l’OMS et de la Société Européenne de l’Hypertension Artérielle.
Author Keywords: Facteurs générateurs, Stress professionnel, Pression artérielle, Enseignants, Lubumbashi, RD Congo.
How to Cite this Article
Kalumba Ilunga Cléophas and Lomami Osakanu Georges, “Occupational stress and blood pressure profile of teachers in the primary and secondary sector of the city of Lubumbashi in the Democratic Republic of Congo: From January 10, 2021 to January 10, 2022,” International Journal of Innovation and Applied Studies, vol. 36, no. 1, pp. 271–283, April 2022.
