Table 2.
Characterization of the samples and additional results of the studies selected.
| Author (Year) - Country - Total Sample (n) |
Female (n, %) - Age (Mean, Age Group or %) |
Category of Teachers - Teaching Experience (Years) |
Generalized Anxiety Disorder (n, % or M and SD) |
Post- Traumatic Stress Disorder (n, % or M and SD) |
Depressive Disorder (n, % or M and SD) |
Burnout Syndrome (n, % or M and SD) |
Psychiatric Illnesses before COVID-19 (n, %) | Work-Family Conflicts (n, %) - Family Support (n, %) - Social Support (n, %) |
|---|---|---|---|---|---|---|---|---|
| Akour et al., 2020 [16] - Jordan - 383 |
212 (55%) - 34–52 y |
High - 1–53 y |
120 (31.7%) | NA | NA | NA | 14 (3.7%) | NA - 240 (62.8%) - 190 (49.7%) |
| Amrir et al., 2020 [17] - Morocco - 125 |
71 (65.8%) - 25–59 y |
Elementary - 5–21 y |
NA | NA | NA | 67 (54%) | NA | 70 (56%) - NA - 23 (18.4%) |
| Baker et al., 2021 [18] - US - 454 |
366 (80.6%) - 18–64 y |
Elementary, Middle and High - 1–20 y |
NA | NA | NA | NA | NA | NA - NA - 68 (15%) |
| Cataudella et al., 2021 [19] - Italy - 226 |
199 (88.1%) - 35–55 y |
Elementary and High - 15 y |
NA | NA | NA | NA | NA | NA - NA - NA |
| Chan et al., 2021 [20] - US - 151 |
120 (80.8%) - NA |
Elementary - 2–46 y |
89 (59%) | NA | NA | 75 (50%) | NA | NA - NA - NA |
| Chen et al., 2020 [8] - China - 483 |
NA - NA |
High - NA |
NA | NA | NA | 253 (52.4%) | NA | NA - NA - NA |
| Cormier et al., 2021 [21] - US - 468 |
415 (88.3%) - 43 y |
Elementary and High - 32–54 y |
178 (38%) | NA | 275 (37.3%) | 388 (83%) | NA | NA - NA - NA |
| Fan et al., 2021 [22] - China - 1650 |
855 (51.8%) - 32–48 y |
High - NA |
NA | 24.55% | NA | NA | NA | NA - NA - NA |
| Flores et al., 2022 [23] - Chile - 624 |
464 (74.4%) - 33–55 y |
NA - NA |
NA | NA | NA | NA | NA | NA - NA - NA |
| Fu et al., 2022 [24] - China - 10,302 |
5760 (41.3%) - 18–60 y |
High - 1–30 y |
2380 (40%) | NA | NA | NA | NA | NA - 6761 (65.6%) - 2976 (28.8%) |
| Herman et al., 2021 [25] - US - 639 |
492 (77%) - NA |
Elementary, Middle and High - 1–10 y |
100 (16%) | NA | 57 (9%) | NA | NA | NA - NA - NA |
| Hilger et al., 2021 [14] - German - 207 |
175 (85%) - 24–66 y |
Elementary and Middle - 1–36 y |
NA | NA | NA | NA | NA | NA - NA - NA |
| Hossain et al., 2022 [26] - Bangladesh - 381 |
149 (39.1%) - 30–40 y |
Elementary, Middle and High - NA |
43.7% | NA | 35.4% | NA | NA | NA - 336 (88.2%) - NA |
| Ishak et al., 2022 [27] - Malaysia - 391 |
290 (74.2%) - 21–60 y |
Elementary and Middle - NA |
156 (55.5%) | NA | 217 (39.9%) | NA | NA | NA - 232 (59.3%) - NA |
| Jakubowski, Sitko-Dominik, 2021 [13] - Poland - 285 |
Primary school, 130 (89.7%); Secondary school, 121 (86.4%) - 46.76 (primary); 43.76 (secondary) |
Elementary and Middle - 19.07 |
21% in the first stage of the research to 31% in the second stage | 6% in the first stage of the research to 47% in the second stage | 12% in the first stage of the research to 46% in the second stage | NA | NA | NA - NA - Negative correlation (stress, anxiety and depression) |
| Jelińska, Paradowski, 2021 [28] - 92 countries - 804 |
578 (71.89%) - 44.1 |
High - NA |
NA | NA | NA | NA | NA | NA |
| Kovac et al., 2021 [29] - Bosnia and Herzegovina - 559 |
471 (84.2%) - 59 (20–30 y); 211 (31–40 y); 184 (41–50 y); 105 (≥50 y) |
Elementary and High - NA |
39% | 19% | 31.5% | NA | NA | More family support is related to lower levels of stress, depression and anxiety. |
| Kotowski et al., 2022 [30] - Greater Cincinnati, Ohio, USA - 703 |
578 (82.2%) - 44.6 y |
Elementary, Middle and High - 18.5 y |
NA | 72% | NA | 57% | NA | Many teachers struggled to have a satisfactory work–family balance (37% never or almost never; 20% only has sometimes) |
| Kukreti et al., 2021 [31] - China - 2603 |
1865 (71.6%) - NA |
Elementary and Middle - 10 or fewer years (56.2%) |
NA | NA | 321 (12.3%) | NA | NA | NA |
| Koestner et al., 2022 [32] - Germany - 31,089 |
24,099 (77.5%) - 45.8 y |
Elementary, Middle and High - NA |
M = 2.59 SD = 1.89 |
NA | M = 2.34 SD = 1.65 |
NA | NA | NA |
| Liu et al., 2021 [33] - China - 449 |
331 (73.72%) - 36.7 y |
High - NA |
NA | NA | NA | (M = 26.88, SD = 6.89) |
NA | NA |
| Lizana et al., 2021 [15] - Chile - 63 |
45 (71%) - Male = 42.6 y Female = 38.9 y |
Elementary and Middle - NA |
NA | NA | NA | NA | NA | NA - NA - NA |
| Lizana, Lera, 2022 [34] - Chile - 313 |
256 (81.79%) - 37.9 y |
Elementary and Middle - NA |
230 (73.4%) | 270 (86.2%) | 209 (66.7%) | NA | NA | 279 (89.14%) - NA - NA |
| Maung et al., 2022 [35] - Malaysia - 382 |
318 (83.2%) - 18–Older than 60 y |
Elementary and Middle - 14.2 y |
Mild: 44 (11.5%) Moderate: 47 (12.3%) Severe: 24 (6.3%) Extremely Severe: 23 (6%) |
Mild: 49 (12.8%) Moderate: 46 (12%) Severe: 20 (5.2%) Extremely Severe: 8 (2.1%) |
Mild: 46 (12%) Moderate: 37 (9.7%) Severe: 18 (4.7%) Extremely Severe: 12 (3.1%) |
NA | NA | NA - NA - NA |
| Matsushita, Yamamura, 2021 [36] - Japan - 54,772 |
23,504 (42.9%) - ≤29 y ≥60 y |
Elementary - <3 y (65%) ≥3 y (23,9%) |
NA | NA | NA | NA | NA | NA - NA - NA |
| Mikušková, Verešová 2020 [37] - Slovakia - 379 |
340 (89.7%) - 45.14 y |
Elementary and Middle - Primary school (19.56 y); upper-secondary school (17.10 y) |
NA | NA | NA | NA | NA | NA - NA - NA |
| Nabe-Nielsen et al., 2021 [40] - Denmark - 871 |
675 (78%) - 50–59 y |
Elementary, Middle and Secondary - NA |
NA | NA | NA | NA | NA | NA - NA - NA |
| Navarro-Espinosa et al., 2021 [41] - Spain and Ecuador - 55 |
NA - NA |
High - <10 y |
NA | NA | NA | NA | NA | NA - NA - NA |
| Ozamiz-Etxebarria et al., 2020 [42] - Spain - 1633 |
1293 (79.7%) - 426 y |
Elementary, Middle and High - NA |
808 (49.5%) | NA | 526 (32.2%) | NA | NA | NA - NA - NA |
| Palma-Vasquez, Carrasco, Hernando-Rodriguez, 2021 [43] - Chile - 278 |
227 (81.65%) - NA - NA |
Elementary and Middle - >10 y |
NA | NA | 162 (58.27%) | NA | NA | NA - NA - NA |
| Panisoara et al., 2020 [9] - Romania - 988 |
949 (96.8%) - 20–68 y |
NA - NA |
NA | NA | NA | NA | NA | NA - NA - NA |
| Randall et al., 2021 [44] - USA - 1434 |
1409 (98.3%) - 42 y - White (60%) |
Elementary - NA |
NA | NA | NA | NA | NA | NA - NA - NA |
| Seyahi et al., 2020 [45] - Turkey - 851 |
526 (61.8%) - 35 y - NA |
High - NA |
232 (29.1%) | 363 (42.7%) | 373 (42.7%) | NA | 140 (15.3%) | NA - NA - NA |
| Sigursteinsdottir, Rafnsdottir, 2022 [46] - Iceland - 920 |
759 (82.5%) - 41–50 y - NA |
Elementary - 11–20 y |
NA | NA | NA | NA | NA | NA - NA - NA |
| Solís García et al., 2021 [47] - Spain - 640 |
462 (72,18%) - 43.54 y |
Elementary, Middle and High - NA |
NA | NA | NA | NA | NA | NA - NA - NA |
| Souza e Silva et al, 2021 [10] - Brazil - 15,641 |
12,817 (81.9%) - 41–60 y |
Middle and High - 1–10 y |
4044 (25.9%) | NA | NA | NA | 5047 (32.3%) | NA - NA - NA |
| Stachteas, Stachteas, 2020 [48] - Greece - 226 |
143 (63.3%) - <60 y |
Middle - NA |
NA | NA | 100 (44.4%) | NA | NA | NA - NA - NA |
| Wang et al., 2021 [49] - China - 99,611 |
41,126 (60.33%) - 18–79 y |
Elementary and High - NA |
12,100 (32.38%) | NA | NA | NA | NA | NA - NA - NA |
| Zhou et al., 2021 [50] - China - 11,096 |
871 (79.5%) - 41 y |
High - NA |
NA | NA | 801 (73%) | NA | NA | 57 (5.2%) - NA - NA |
| Zhou, Yao, 2020 [51] - China - 751 |
257 (34.2%) - 40.02 y |
Elementary and Middle - NA |
NA | NA | NA | NA | NA | NA - NA - NA |
Legend: NA—Not available; y—Years; M—mean; SD—standard deviation.