OCCUPATIONAL STRESS AND ASSOCIATED FACTORS AMONG SECONDERY SCHOOL TEACHERS IN HARARIREGIONAL STATE, EASTERN ETHIOPIA.

Abstract

Background: Occupational stress, stemming from excessive workloads and work-related pressures, has a detrimental effect on employees' health and performance, often leading to anxiety and burnout.However, there is limited research in the study area highlights the need to address this gap to enhance employee well-being and improve organizational performance. Objective: The objective of this study is to assess occupational stress and associated factors among secondary school teachers in Harari regional state, Eastern Ethiopia, 2024 from November 8-December 8, 2024 Methods: A school-based cross-sectional study was conducted, with a total of 411 teachers selected using multi-stage sampling techniques. Data were collected through a self-administered, structured questionnaire. The data were entered into SPSS Version 23 for analysis. Binary and multivariable logistic regressions were computed to assess associations between the response and explanatory variables. A p-value of < 0.05 was used as the cutoff for statistical significance. Results: A total of 411 participants were contacted, and 370 completed the questionnaires, resulting in a response rate of 90%. Of these, 217 (58.6%) reported experiencing occupational stress. Among government and private school teachers, 64.2% (149) and 49.3% (69) reported occupational stress, respectively. Factors significantly associated with occupational stress included having less than or equal to 10 years of experience (AOR=10.93, 95% CI: 4.78–24.98), being an alcohol consumer (AOR=3.21, 95% CI: 1.39–7.38), working as a private school teacher (AOR=0.43, 95% CI: 0.19–0.97), physical inactivity (AOR=33.41, 95% CI: 12.12–92.11), low and moderate support from family (AOR=8.28, 95% CI: 2.79–24.63; AOR=3.06, 95% CI: 1.08 8.69, respectively), being overloaded with work (AOR=10.21, 95% CI: 4.09–25.51), job dissatisfaction (AOR=2.55, 95% CI: 1.16–5.58), worry about work-related issues (AOR = 2.35, 95% CI: 1.03–18.30), desire to leave teaching (AOR=0.37, 95% CI: 0.16–0.85), and unhappiness with the job environment (AOR=2.34, 95% CI: 1.02–5.39) Conclusion: The study reveals a high prevalence of occupational stress among secondary school teachers. Contributing factors include low teaching experience, unhealthy lifestyle choices, poor family support, excessive workloads, job dissatisfaction, and ongoing work-related concerns. Recommendation: The findings highlight an urgent need for comprehensive strategies at both policy and institutional levels to address underlying causes and support teacher well-being.