Effect of Covid-19 Pandemic on Female Primary School Teachers Work and Social Life Induced Anxiety in District East of Karachi, Pakistan

Abstract

The aim of this study was to assess the impact and association of various COVID-19 pandemic related factors on the anxiety levels of female primary school teachers. This analytical cross-sectional study was conducted from September to December 2023 in 20 randomly selected private primary schools of District East, Karachi, using non-probability convenient sampling. Female teachers of grades 1–5 were included. Anxiety was assessed using the validated Generalized Anxiety Disorder-7 (GAD-7) scale, categorizing severity as minimal, mild, moderate, or severe. Data on demographic, professional, familial, and social factors were collected through a structured proforma. Statistical analysis was performed using SPSS v26, with chi-square test applied (p≤0.05). Among 357 female primary school teachers (mean age 34.7±6.3 years), moderate (54.6%) and severe anxiety (24.9%) predominated, with a mean GAD score of 12.8±5.4. Anxiety severity showed no significant association with age, education, marital status, or school location, but was higher with greater teaching experience (p=0.047). Significant associations were observed with social and emotional impacts (p=0.030), poor school support (p=0.010), lack of technical/professional support (p<0.001), weak social/family support (p<0.001), high screen time (p=0.005), and loss of relatives/friends due to COVID-19 (p=0.003). Anxiety was highly prevalent among female primary school teachers in Karachi during the COVID-19 pandemic. Institutional support, online teaching challenges, classroom management difficulties, family responsibilities, and social support networks showed strong associations with anxiety severity.