ArticleBMC oral health2026
Psychological distress, work burden, and oral health-related quality of life among schoolteachers in Saudi Arabia.
Article in BMC oral health, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundTeachers constitute a distinct occupational group that is at risk of work-related psychological distress. The present study examined associations among psychological distress, work-related burden, and oral health–related quality of life (OHRQoL) among schoolteachers.
methodsA cross-sectional survey was conducted among teachers in Jeddah, Saudi Arabia. The Depression, Anxiety, and Stress Scale (DASS-21) and Oral Health Impact Profile (OHIP-14) were used to assess psychological distress and OHRQoL, respectively.
resultsOf the 347 teachers, 28.5%, 43.8%, and 29.0% reported severe or extremely severe depression, anxiety, and stress, respectively. Teachers who rated their oral or general health as poor had significantly higher OHIP-14 scores than those who rated their oral or general health as excellent (p < 0.0001). Higher DASS-21 severity levels were significantly associated with higher OHIP-14 scores (p < 0.0001). Higher stress levels were reported among female teachers than among male teachers (p = 0.002), those with chronic diseases (p = 0.02), and those without family or personal support (p = 0.03), but these differences did not hold for the depression and anxiety subscales of DASS-21. Job dissatisfaction was strongly associated with more severe forms of depression, anxiety, and stress (p < 0.007). Regression analysis showed that poorer OHRQoL, female sex, perceived lack of colleague support, spending time on out-of-school work tasks, and job dissatisfaction were associated with higher psychological distress (p < 0.0001).
conclusionsPsychological distress was common among teachers and significantly associated with poorer OHRQoL. Work-related burdens and lack of social support predicted higher distress levels. Interventions promoting teachers’ well-being should integrate mental and oral health components and target modifiable workplace factors.
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